Vachek, Josef. (1939). Zum Problem der geschriebenen Sprache. Travaux du cercle linguistique de Prague, 8, 94–104. [1964, Reprinted in Josef Vachek (Ed.), A Prague school reader in linguistics (pp. 441–452). Bloomington: Indiana University Press; 1976a, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 112–120). Prague; The Hague; 1976b, Reprinted in Jürgen Scharnhorst & Erika Ising (Eds.), Grundlagen der Sprachkultur. Beitrage der Prager Linguistik zur Sprachtheorie und Sprachpflege. Teil 1 (pp. 229–239). Berlin]Cited by18
Augst, Gerhard. (1986). Descriptively and explanatorily adequate models of orthography. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 25–42). Berlin; New York: Walter de Gruyter.
Backhouse, A. E. (1984). Aspects of the graphological structure of Japanese. Visible Language, 18(3), 219–228.
Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
Berg, Kristian. (2016). Graphemic analysis and the spoken language bias. Frontiers in Psychology, 7, https://doi.org/10.3389/fpsyg.2016.00388
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Knobloch, Clemens. (1996). Historisch-systematischer Aufriß der psychologischen Schreibforschung [Historical outline of psychological research on writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 983–992). Berlin; New York: De Gruyter.
Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
Nerius, Dieter. (1986). Zur Bestimmung und Differenzierung der Prinzipien der Orthographie [On the definition and differentiation of the principles of orthography]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 11–24). Berlin; New York: Walter de Gruyter.
Piirainen, lipo Tapani. (1986). Die Autonomie der Graphematik in historischer Sicht [The autonomy of graphemics from historical point of view]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 97–104). Berlin; New York: Walter de Gruyter.
Raible, Wolfgang. (1994). Orality and literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 1–17). Berlin; New York: De Gruyter.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Vachek, Josef. (1945-1949). Some remarks on writing and phonetic transcription. Acta Linguistica, 5, 86–93. [1966, Reprinted in E. P. Hamp, F. W. Householder & R Austerlitz (Eds.), Readings in linguistics 2 (pp. 1152–157). Chicago: University of Chicago Press; 1976, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 127–133). Prague: Academia; The Hague: Mouton; 1983, Reprinted in Josef Vachek (Ed.), Praguiana: Some basic and less known aspects of the Prague Linguistic School (pp. 199–209). Amsterdam: John Benjamins; 1989, Reprinted in Josef Vachek Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff) (1–8). Amsterdam: John Benjamins]Cited by17
Backhouse, A. E. (1984). Aspects of the graphological structure of Japanese. Visible Language, 18(3), 219–228.
Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Fishman, Joshua A. (1977a). Preface: Advances in the creation and revision of writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. xi-xxviii). The Hague; Paris: Mouton.
Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
Jaffré, Jean-Pierre, & Fayol, Michel. (2006). Orthography and literacy in French. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 81–103). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
Linell, Per. (1982). The written language bias in linguistics (Studies in Comrnunication 2). Linköping: Linköping University.
Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
Vachek, J. (1948). Written language and printed language. Recueil Linguistique de Bratislava, 1, 67–75. [1964, Reprinted, In J. Vachek (Ed.), A Prague School reader in linguistics (pp. 453–460). Bloomington: Indiana University Press; 1976, Reprinted in Selected writings in English and general linguistics (pp. 121–126). The Hague: MoutonCited by6
Fishman, Joshua A. (1977a). Preface: Advances in the creation and revision of writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. xi-xxviii). The Hague; Paris: Mouton.
Marti, Roland. (2012). On the creation of Croatian: The development of Croatian Latin orthography in the 16th century. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 269–320). Berlin; Boston: De Gruyter Mouton.
Nerius, Dieter. (1986). Zur Bestimmung und Differenzierung der Prinzipien der Orthographie [On the definition and differentiation of the principles of orthography]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 11–24). Berlin; New York: Walter de Gruyter.
Piirainen, lipo Tapani. (1986). Die Autonomie der Graphematik in historischer Sicht [The autonomy of graphemics from historical point of view]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 97–104). Berlin; New York: Walter de Gruyter.
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1959). Two chapters on written English. Brno Studies in English, 1, 7–38.Cited by9
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.
Vachek, Josef. (1964). Zum Problem der geschriebenen Sprache. Reprinted in Josef Vachek (Ed.), A Prague school reader in linguistics (pp. 441–452). Bloomington: Indiana University Press. [1939, Originally published, Travaux du cercle linguistique de Prague, 8, 94–104; 1976a, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 112–120). Prague; The Hague; 1976a, Reprinted in Jürgen Scharnhorst & Erika Ising (Eds.), Grundlagen der Sprachkultur. Beitrage der Prager Linguistik zur Sprachtheorie und Sprachpflege. Teil 1 (pp. 229–239). Berlin]Cited by3
Schaper, Joachim. (2015). Hebrew culture at the “interface between the written and the oral”. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 323–340). Atlanta, GA: SBL Press.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Vachek, Josef. (1966). Some remarks on writing and phonetic transcription. Reprinted in E. P. Hamp, F. W. Householder & R Austerlitz (Eds.), Readings in linguistics 2 (pp. 1152–157). Chicago: University of Chicago Press. [1945-1949, Originally published, Acta Linguistica, 5, 86–93; 1976, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 127–133). Prague: Academia; The Hague: Mouton; 1983, Reprinted in Josef Vachek (Ed.), Praguiana: Some basic and less known aspects of the Prague Linguistic School (pp. 199–209). Amsterdam: John Benjamins; 1989, Reprinted in Josef Vachek Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff) (1–8). Amsterdam: John Benjamins]Cited by4
Harris, Roy. (2000). Rethinking writing. London; New York: Continuum.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.Cited by47
Aronoff, Mark. (1994). Spelling as culture. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 67–86). Dordrecht: Kluwer Academic Publishers.
Backhouse, A. E. (1984). Aspects of the graphological structure of Japanese. Visible Language, 18(3), 219–228.
Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
Berg, Kristian, Buchmann, Franziska, Dybiec, Katharina, & Fuhrhop, Nanna. (2014). Morphological spellings in English [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 282–307. doi 10.1075/wll.17.2.05ber
Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
Boltz, William G. (1994). The origin and early development of the Chinese writing system (American Oriental Series 78). New Haven, CT: American Oriental Society. [2003, reprinted with corrections]
Catach, Nina. (1986). The grapheme: Its position and its degree of autonomy with respect to the system of the language. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 1–10). Berlin; New York: Walter de Gruyter.
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Coulmas, Florian. (1994a). Theorie der Schriftgeschichte [Theory of the history of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 256–264). Berlin; New York: De Gruyter.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Eisenberg, Peter. (1996a). Sprachsystem und Schriftsystem [Language system and writing system]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1368–1380). Berlin; New York: De Gruyter.
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Haas, William. (1983). Determining the level of a script. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 15–29). Berlin; New York; Amsterdam: Mouton Publishers.
Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Invemizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 105–136). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Johnson, Sally. (2005). Spelling trouble? Language, ideology and the reform of German orthography. Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.1017/s004740450707025x
Joshi, R. Malatesha. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 17–28). Cham: Springer.
Kim-Renaud, Young-Key. (2000). Sejong's theory of literacy and writing [Special issue: Literacy and writing systems in Asia, edited by Chin w. Kim, Elmer H., Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 13–45.
Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
Nunes, Terezinha, Burman, Diana, Evans, Deborah, & Bell, Daniel. (2010). Writing a language that you can't hear. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 109–128). Hove; New York. Psychology Press.
Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Schaper, Joachim. (2015). Hebrew culture at the “interface between the written and the oral”. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 323–340). Atlanta, GA: SBL Press.
Schlieben-Lange, Brigitte. (1994). Geschichte der Reflexion über Schrift und Schriftlichkeit [History of the reflection on writing and its use]. In Hartmut Günther & Otto Ludwig, (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 102–121). Berlin; New York: De Gruyter. https://doi.org/10.1515/9783110111293.1.2.102
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Unger, J. Marshall. (2004). Ideogram: Chinese characters and the myth of disembodied meaning. Honolulu: University of Hawai‘i Press.
Unger, J. Marshall, & DeFrancis, John. (1995). Logographic and semasiographic writing systems: A critique of Sampson's classification. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 45–58). Dordrecht; Boston; London: Kluwer Academic Publishers.
Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.
Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.
Wilhelm, Gernot. (1983). Reconstructing the phonology of dead languages. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 157–166). Berlin; New York; Amsterdam: Mouton Publishers.
Vachek, Josef. (1976a). Some remarks on writing and phonetic transcription. Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 127–133). Prague: Academia; The Hague: Mouton. [[1945-1949, Originally published, Acta Linguistica, 5, 86–93; 1966, Reprinted in E. P. Hamp, F. W. Householder & R Austerlitz (Eds.), Readings in linguistics 2 (pp. 1152–157). Chicago: University of Chicago Press; 1983, Reprinted in Josef Vachek (Ed.), Praguiana: Some basic and less known aspects of the Prague Linguistic School (pp. 199–209). Amsterdam: John Benjamins; 1989, Reprinted in Josef Vachek Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff) (1–8). Amsterdam: John Benjamins]Cited by2
Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Vachek, Josef. (1976a). Zum Problem der geschriebenen Sprache. Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 112–120). Prague; The Hague: Mouton. [1939, Originally published, Travaux du cercle linguistique de Prague, 8, 94–104; 1964, Reprinted in Josef Vachek (Ed.), A Prague school reader in linguistics (pp. 441–452). Bloomington: Indiana University Press; 1976b, Reprinted in Jürgen Scharnhorst & Erika Ising (Eds.), Grundlagen der Sprachkultur. Beitrage der Prager Linguistik zur Sprachtheorie und Sprachpflege. Teil 1 (pp. 229–239). Berlin]Cited by1
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Vachek, Josef. (1976b). Zum Problem der geschriebenen Sprache. Reprinted in Jürgen Scharnhorst & Erika Ising (Eds.), Grundlagen der Sprachkultur. Beitrage der Prager Linguistik zur Sprachtheorie und Sprachpflege. Teil 1 (pp. 229–239). Berlin. [1939, Originally published, Travaux du cercle linguistique de Prague, 8, 94–104; 1964, Reprinted in Josef Vachek (Ed.), A Prague school reader in linguistics (pp. 441–452). Bloomington: Indiana University Press; 1976a, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 112–120). Prague; The Hague: Mouton]Cited by4
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Erfurt, Jürgen. (1996). Sprachwandel und Schriftlichkeit [Language change and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1387–1404). Berlin; New York: De Gruyter.
Nerius, Dieter. (1986). Zur Bestimmung und Differenzierung der Prinzipien der Orthographie [On the definition and differentiation of the principles of orthography]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 11–24). Berlin; New York: Walter de Gruyter.
Piirainen, lipo Tapani. (1986). Die Autonomie der Graphematik in historischer Sicht [The autonomy of graphemics from historical point of view]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 97–104). Berlin; New York: Walter de Gruyter.
Vachek, Josef. (1976a). Some remarks on writing and phonetic transcription. Reprinted in Josef Vachek (Ed.), Praguiana: Some basic and less known aspects of the Prague Linguistic School (pp. 199–209). Amsterdam: John Benjamins. [1945-1949, Originally published, Acta Linguistica, 5, 86–93; 1966, Reprinted in E. P. Hamp, F. W. Householder & R Austerlitz (Eds.), Readings in linguistics 2 (pp. 1152–157). Chicago: University of Chicago Press; 1976a, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 127–133). Prague: Academia; The Hague: Mouton; 1989, Reprinted in Josef Vachek Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff) (1–8). Amsterdam: John Benjamins]Cited by1
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Vachek, Josef. (1989a). Some remarks on writing and phonetic transcription. Reprinted in Josef Vachek Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff) (1–8). Amsterdam: John Benjamins. [1945-1949, Originally published, Acta Linguistica, 5, 86–93; 1966, Reprinted in E. P. Hamp, F. W. Householder & R Austerlitz (Eds.), Readings in linguistics 2 (pp. 1152–157). Chicago: University of Chicago Press; 1976a, Reprinted in Josef Vachek Selected writings in English and general linguistics (pp. 127–133). Prague: Academia; The Hague: Mouton; 1976a, Reprinted in Josef Vachek (Ed.), Praguiana: Some basic and less known aspects of the Prague Linguistic School (pp. 199–209). Amsterdam: John Benjamins]Cited by1
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.Cited by10
Backhaus, Peter. (2007a). Alphabet ante portas: How English text invades Japanese public space. Visible Language, 41(1), 70–87.
Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
Joshi, R. Malatesha. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 17–28). Cham: Springer.
Luelsdorff, Philip A., & Chesnokov, Sergei V. (1994). Determinacy analysis and constrastive orthography. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 183–213). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Mountford, John. (1996). A functional classification. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 627–632). New York; Oxford: Oxford University Press.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Vaessen, A., Bertrand, D., Tóth, D., Csépe, V., Faísca, L., Reis, A., & Blomert, L. (2010). Cognitive development of fluent word reading does not qualitatively differ between transparent and opaque orthographies. Journal of Educational Psychology, 102, 827–842. https://doi.org/10.1037/a0019465Cited by6
Caravolas, Markéta, & Samara, Anna. (2015). Learning to read and spell words in different writing systems. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 326–343). New York: Oxford University Press.
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Lipka, Orly, Katzir, Tami, & Shaul, Shelley. (2016). The basis of reading fluency in first grade of Hebrew speaking children. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 91–104). Springer. https://doi.org/10.1007/978-3-319-30478-6_6
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Shechter, Ady, Lipka, Orly, & Katzir, Tami. (2018). Predictive models of word reading fluency in Hebrew. Frontiers in Psychology, 9:1882. https://doi.org/10.3389/fpsyg.2018.01882
Taha, Haitham. (2016). Deep and shallow in Arabic orthography: New evidence from reading performance of elementary school native Arab readers. Writing Systems Research, 8(2), 133–142. https://doi.org/10.1080/17586801.2015.1114910
Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
Vaid, Jyotsna. (1995). Script directionality affects nonlinguistic performance: Evidence from Hindi and Urdu. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 295–310). Dordrecht; Boston; London: Kluwer Academic Publishers.Cited by5
Danziger, Eve, & Pederson, Eric (1998). Through the looking glass: Literacy, writing systems and mirror-image discrimination. Written Language & Literacy, 1(2), 153–169. https://doi.org/10.1075/wll.1.2.02dan
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Taylor, Insup, & Taylor, M. Martin. (1995). Writing and literacy in Chinese, Korean and Japanese (Studies in Written Language and Literacy 3). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.3 [2014, Revised edition, (Studies in Written Language and Literacy 14)]
Taylor, Insup, & Taylor, M. Martin. (2014). Writing and literacy in Chinese, Korean and Japanese (Revised edition) (Studies in Written Language and Literacy 14). Amsterdam; Philadelphia: John Benjamins. [1995, First edition, (Studies in Written Language and Literacy 3)]
Vaid, J., & Gupta, A. (2002). Exploring word recognition in a semi-alphabetic script: The case of Devanagari. Brain and Language, 81(1-3), 679–690. https://doi.org/10.1006/brln.2001.2556Cited by38
Bhide, Adeetee, Gadgil, Soniya, Zelinsky, Courtney M., & Perfetti, Charles. (2014). Does reading in an alphasyllabary affect phonemic awareness? Inherent schwa effects in Marathi-English bilinguals [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 73–93. https://doi.org/10.1080/17586801.2013.855619
Bhide, Adeetee, & Perfetti, Charles. (2019). Challenges in learning akshara orthographies for second language learners. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 311–326). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_16
Chengappa, Shyamala, Bhat, Sapna, & Padakannaya, Prakash. (2004). Reading and writing skills in multilingual/multiliterate aphasics: Two case studies [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 121–135.
Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, & Singh, Nandini C. (2011). Cortical network for reading linear words in an alphasyllabary. [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 697–707. https://doi.org/10.1007/s11145-010-9241-3
Gautam, Seema, Everatt, John, Sadeghi, Amir, & McNeill, Brigid. (2019). Multiliteracy in akshara and alphabetic orthographies: The case of Punjabi, Hindi and English learners in primary schools in Punjab. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 139–160). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_8
Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Karanth, Prathibha, Mathew, Anu, & Kurien, Priya. (2004). Orthography and reading speed: Data from native readers of Kannada [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 101–120.
Kumar, Uttam, Das, Tanusree, Bapi, Raju S., Padakannaya, Prakash, Joshi, R. Malatesha, & Singh, Nandini C. (2010). Reading different orthographies: An fMRI study of phrase reading in Hindi–English bilinguals. Reading and Writing, 23(2), 239–255. https://doi.org/10.1007/s11145-009-9176-8
Lew, Sigrid. (2014). A linguistic analysis of the Lao writing system and its suitability for minority language orthographies [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 25–40. https://doi.org/10.1080/17586801.2013.846843
Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
Mishra, Ramesh Kumar. (2019). Cross-modal processing of orthography-phonology interface in Hindi-English bilinguals. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 353–371). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_18
Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 105–119. https://doi.org/10.1080/17586801.2013.855621
Nag, Sonali. (2014b). Alphabetism and the science of reading: From the perspective of the akshara languages [General commentary article]. Frontiers in Psycholology, 5:866. https://doi.org/10.3389/fpsyg.2014.00866
Nag, Sonali. (2017b). Learning to read alphasyllabaries. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 75–97). Amsterdam; Philadelphia: John Benjamins.
Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pandey, Krishna Kumar, & Jha, Smita. (2019). Tracing the identity and ascertaining the nature of Brahmi-derived Devanagari script. Acta Linguistica Asiatica, 9(1), 59–73. https://doi.org/10.4312/ala.9.1.59-73
Ramanujan, Keerthi, & Weekes, Brendan S. (2019). What is an akshara? In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 43–52). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_3
Rao, Chaitra, Vaid, Jyotsna, Srinivasan, Narayanan, & Chen, Hsin-Chin. (2011). Orthographic characteristics speed Hindi word naming but slow Urdu naming: Evidence from Hindi/Urdu biliterates [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 679–695. https://doi.org/10.1007/s11145-010-9256-9
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Rickard Liow, Susan J., & Lee, Lay Choo. (2004). Metalinguistic awareness and semi-syllabic scripts: Children's spelling errors in Malay [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 7–26.
Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
Sircar, Shruti, & Nag, Sonali. (2019). Spelling and reading words in Bengali: The role of distributed phonology. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 161–179). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_9
Sproat, Richard. (2003). A formal computational analysis of Indic scripts. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 9–40). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
Sproat, Richard. (2006). Brahmi-derived scripts, script layout, and segmental awareness [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 45–65. https://doi.org/10.1075/wll.9.1.05spr
Swank, Heidi. (2008). It all hinges on the vowels: Reconsidering the alphasyllabary classification. Written Language & Literacy, 11(1), 73–89. https://doi.org/10.1075/wll.11.1.06swa
Vagh, Shaher Banu, & Nag, Sonali. (2019). The assessment of emergent and early literacy skills in the akshara languages. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 235–260). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_13
Vaid, Jyotsna, & Padakannaya, Prakash. (2004). Introduction [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 1–6.
Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3a
Vitrano-Wilson, Seth. (2016). Reading syllable-spaced versus word-spaced text in Hmong Daw: Breaking up isn't so hard to do. Writing Systems Research, 8(2), 234–256. https://doi.org/10.1080/17586801.2016.1225562
Wijayathilake, Marasinghe A. D. K., & Parrila, Rauno. (2019). Reading and writing Sinhala. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 195–216). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_11
Winskel, Heather. (2009). Reading in Thai: The case of misaligned vowels. Reading and Writing, 22(1), 1–24. https://doi.org/10.1007/s11145-007-9100-z
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Vaid, Jyotsna, & Padakannaya, Prakash. (2004). Introduction [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 1–6.Cited by6
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
Swank, Heidi. (2008). It all hinges on the vowels: Reconsidering the alphasyllabary classification. Written Language & Literacy, 11(1), 73–89. https://doi.org/10.1075/wll.11.1.06swa
Winskel, Heather, & Iemwanthong, Kanyarat. (2010). Reading and spelling acquisition in Thai children. Reading and Writing, 23(9), 1021–1053. https://doi.org/10.1007/s11145-009-9194-6
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Winskel, Heather, & Ratitamkul, Theeraporn. (2019). Learning to read and write in Thai. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 217–231). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_12
Vail, Gabrielle. (2000). Issues of language and ethnicity in the postclassic Maya Codices [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 37–75.Cited by3
Bricker, Victoria R. (2000a). Bilingualism in the Maya Codices and the Books of Chilam Balam [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 77–115.
Looper, Matthew G. (1999). [Book review: Martha J. Macri & Anabel Ford (Eds.), (1997), The language of Maya hieroglyphs]. Written Language & Literacy, 2(2), 267–270.
Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
Vail, Gabrielle. (2003). [Book review: Michael D. Coe & Mark Van Stone, (2001), Reading the Maya glyphs]. Written Language & Literacy, 6(2), 250–254.
Vail, Gabrielle, & Macri, Martha J. (2000). Introduction to special issue: Language and dialect in the Maya hieroglyphic script [Special issue: Language and dialect in the Maya hieroglyphic script, edited by Gabrielle Vail & Martha J. Macri]. Written Language & Literacy, 3(1), 1–11.Cited by1
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Valdez-Menchaca, M. C., & Whitehurst, G. J. (1992). Accelerating language development through picture book reading: A systematic extension to Mexican day care. Developmental Psychology, 28, 1106–1114.Cited by5
Al Otaiba, Stephanie, Lake, Vickie E., Greulich, Luana, Folsom, Jessica S. & Guidry, Lisa. (2012). Preparing beginning reading teachers: An experimental comparison of initial early literacy field experiences. Reading and Writing, 25(1), 109–129. https://doi.org/10.1007/s11145-010-9250-2
Aram, Dorit. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489–515. https://doi.org/10.1007/s11145-006-9005-2
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Valdois, Sylviane, Bosse, Marie-Line, Ans, B., Carbonnel, S., Zorman, Michel, David, D., & Pellat, Jacques. (2003). Phonological and visual processing deficits can dissociate in developmental dyslexia: Evidence from two case studies. Reading and Writing: An Interdisciplinary Journal, 16(6), 541–572.Cited by5
Friedmann, Naama, & Haddad-Hanna, Manar. (2014). Types of Developmental Dyslexia in Arabic. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 119–151). Dordrecht: Springer.
Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Valdois, S., Bosse M. L., & Tainturier, M. J. (2004). The cognitive deficits responsible for developmental dyslexia: Review of evidence for a selective visual attentional disorder. Dyslexia, 10(4), 339–363. https://doi.org/10.1002/dys.284Cited by8
Bosse, Marie-Line. (2015). Learning to read and spell: How children acquire word orthographic knowledge. Child Development Perspectives, 9(4), 222–226. https://doi.org/10.1111/cdep.12133
Cholewa, Jürgen, Mantey, Stefanie, Heber, Stefanie, & Hollweg, Wibke. (2010). Developmental surface and phonological dysgraphia in German 3rd graders. Reading and Writing, 23(1), 97–127. https://doi.org/10.1007/s11145-008-9153-7
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Facoetti, Andrea, Franceschini, Sandro, & Gori, Simone. (2019). Role of visual attention in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 307–326). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.014
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Niolaki, Georgia Z., Terzopoulos, Aris R., & Masterson, Jackie. (2014). Varieties of developmental dyslexia in Greek children. Writing Systems Research, 6(2), 230–256. https://doi.org/10.1080/17586801.2014.893862
Simoës-Perlant, Aurélie, Thibault, Marie-Pierre, Lanchantin, Tonia, Combes, Céline, Volckaert-Legrier, Olga, & Largy, Pierre. (2012). How adolescents with dyslexia dysorthographia use texting. Written Language & Literacy, 15(1), 65–79. https://doi.org/10.1075/wll.15.1.04sim
Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
Valdovinos, Margarita. (2017). Orthographies ‘in the making’: The dynamic construction of community-based writing systems among the Náayeri of North-Western Mexico. In Mari C. Jones & Damien Mooney (Eds.), Creating orthographies for endangered languages (pp. 69–87). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949.004Cited by1
Genee, Inge. (2020). “It's written niisto but it sounds like knee stew.” Handling multiple orthographies in Blackfoot language web resources. Written Language & Literacy, 23(1), 1–28. https://doi.org/10.1075/wll.00031.gen
Valério, M. (2016). Investigating the signs and sounds of Cypro-Minoan [Unpublished doctoral thesis]. University of Barcelona.Cited by6
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Steele, Philippa M. (2017c). Writing «systems»: Literacy and the transmission of writing in nonadministrative contexts. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 153–172). Firenze: Firenze University Press.
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
Valério, Miguel, & Davis, Brent. (2017). Cypro-Minoan in marking systems of the Eastern and Central Mediterranean: New methods of investigating old questions. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 132–152). Firenze: Firenze University Press.
Valério, Miguel. (2017). Script comparison in the investigation of Cypro-Minoan. In Philippa M. Steele (Ed.). Understanding relations between scripts: The Aegean writing systems (pp. 127–161). Oxford; Philadelphia: Oxbow Books.Cited by4
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
Steele, Philippa M. (2020a). Material entanglements of writing practices in the Bronze Age Aegean and Cyprus. Sustainability, 12, 10671. https://doi.org/10.3390/su122410671
Valério, Miguel, & Davis, Brent. (2017). Cypro-Minoan in marking systems of the Eastern and Central Mediterranean: New methods of investigating old questions. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 132–152). Firenze: Firenze University Press.
Vallat, François. (1971). Les documents épigraphiques de l'Acropole. (1969-1971). Cahiers de la Délégation Archéologique Française en Iran, 1, 235–245.Cited by3
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Schmandt-Besserat, Denise. (1992). Before writing [Two volumes: Volume 1. From counting to cuneiform; Volume 2. A catalog of near eastern tokens]. Austin, TX: University of Texas Press.
Vallat, François. (1986). The most ancient scripts of Iran: The current situation. World Archaeology, 17(3), 335–347.
Vallat, François. (1973). Les tablettes proto-élamites de l'Acropole (campagne 1972). Cahiers de la Délégation Archéologique Française en Iran, 3, 93–107.Cited by4
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Sauer, Kristina, & Sürenhagen, Dietrich. (2016). Zählmarken, Zeichenträger und Siegelpraxis: Einige Bemerkungen zu vor- und frühschriftlichen Verwaltungshilfen in frühsumerischer Zeit. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 11–46). Berlin; Boston: Walter de Gruyter.
Schmandt-Besserat, Denise. (1992). Before writing [Two volumes: Volume 1. From counting to cuneiform; Volume 2. A catalog of near eastern tokens]. Austin, TX: University of Texas Press.
Vallat, François. (1986). The most ancient scripts of Iran: The current situation. World Archaeology, 17(3), 335–347.
Vallat, François. (1986). The most ancient scripts of Iran: The current situation. World Archaeology, 17(3), 335–347.Cited by4
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Vallins, G. H. (1954). Spelling. London: André Deutsch. [1965, Revised edition edited by D. G. Scragg]Cited by3
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
Vallins, G. H. (1965). Spelling (Revised edition edited by D. G. Scragg). London: André Deutsch. [1965, First edition]Cited by6
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Coulmas, Florian. (2016). Sociolinguistics and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 261–274). Oxon: Routledge.
Cummings, D. W. (2016). The evolution of British and American spelling. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 275–292). Oxon: Routledge.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Upward, Christopher, & Davidson, George. (2011). The history of English spelling (The Language Library). Chichester: Wiley-Blackwell.
Valveny, Ernest. (2014). Datasets and annotations for document analysis and recognition. In David Doermann & Karl Tombre (Eds.), Handbook of document image processing and recognition (pp. 983–1009). London: Springer. https://doi.org/10.1007/978-0-85729-859-1_32
Van Assche, E., & Grainger, J. (2006). A study of relative-position priming with superset primes. Journal of Experimental Psychology: Learning, Memory and Cognition, 32, 399–415.Cited by7
Davis, C. J. (2010). The spatial coding model of visual word identification. Psychological Review, 117(3), 713–758. https://doi.org/10.1037/a0019738
Forster, Kenneth I. (2012). A parallel activation model with a sequential twist. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 52–69). London: Psychology Press.
Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
Grainger, Jonathan & Dufau, Stéphane. (2012). The front end of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 159–184). London: Psychology Press.
Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
Pae, Hye K., Bae, Sungbong, & Yi, Kwangoh. (2019). More than an alphabet: Linguistic features of Korean and their influences on Hangul word recognition [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 223–246. https://doi.org/10.1075/wll.00027.pae
Van Auken, Newell Ann. (2003). [Book review: Oliver Moore, (2000), Chinese]. Written Language & Literacy, 6(2), 246–250.
Van Berkel, Ans. (2005). The role of the phonological strategy in learning to spell in English as a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (97–121). Clevedon; Buffalo; Toronto: Multilingual Matters.Cited by2
Coulmas, Florian. (2009). Evaluating merit–the evolution of writing reconsidered. Writing Systems Research, 1(1), 5–17. https://doi.org/10.1093/wsr/wsp001
Woore, Robert. (2014). Beginner learners' progress in decoding L2 French: Transfer effects in typologically similar L1-L2 writing systems. Writing Systems Research, 6(2), 167–189. https://doi.org/10.1080/17586801.2013.838536
Van Bon, Wim H. J., & Uit De Haag, Inge J. C. A. F. (1997). Difficulties with consonants in the spelling and segmentation of CCVCC pseudowords: Differences among Dutch first graders [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 363–386.Cited by3
Alcock, Katie J. (2006). Literacy in Kiswahili. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 405–419). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Alcock, Katie, & Ngorosho, Damaris. (2007). Learning to spell and learning phonology: The spelling of consonant clusters in Kiswahili. Reading and Writing, 20(7), 643–670. https://doi.org/10.1007/s11145-006-9043-9
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
van den Bos, Kees P., Brand-Gruwel, Saskia, & Aarnoute, Cor A. J. (1998). Text comprehension strategy instruction with poor readers. Reading and Writing: An Interdisciplinary Journal, 10(6), 471–498.
Van den Bos, K. P., Zijlstra, B. J. H., & Lutje Spelberg, H. C. (2002). Life-span data on continuous naming speeds of numbers, letters, colors, and pictured objects, and word-reading speed. Scientific Studies of Reading, 6(1), 25–49.Cited by13
Albuquerque, Cristina P. (2012). Rapid naming contributions to reading and writing acquisition of European Portuguese. Reading and Writing, 25(4), 775–797. https://doi.org/10.1007/s11145-011-9299-6
Berends, Inez E., & Reitsma, Pieter. (2006). Remediation of fluency: Word specific or generalised training effects? Reading and Writing, 19(3), 221–234. https://doi.org/10.1007/s11145-005-5259-3
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Georgiou, George K., Parrila, Rauno, & Liao, Chen-Huei. (2008). Rapid naming speed and reading across languages that vary in orthographic consistency. Reading and Writing, 21(9), 885–903. https://doi.org/10.1007/s11145-007-9096-4
Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
Leong, Che Kan, & Ho, Man Koon. (2008). The role of lexical knowledge and related linguistic components in typical and poor language comprehenders of Chinese. Reading and Writing, 21(5), 559–586. https://doi.org/10.1007/s11145-007-9113-7
Liao, Chen-Huei, Georgiou, George K., & Parrila, Rauno. (2008). Rapid naming speed and Chinese character recognition. Reading and Writing, 21(3), 231–253. https://doi.org/10.1007/s11145-007-9071-0
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
van den Bosch, Antal. (2006). Spelling space: A computational test bed for phonological and morphological changes in Dutch spelling [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 25–44.
Van den Bosch, A., Content, A., Daelemans, W., & de Gelder, B. (1994). Measuring the complexity of writing systems. Journal of Quantitative Linguistics, 1(3), 178–188.Cited by12
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
Borgwaldt, Susanne R., & de Groot, Annette M. B. (2002). Beyond the rime: Measuring the consistency of monosyllabic and polysyallabic words. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten, 460) (pp. 49–69). Tübingen: Max Niemeyer Verlag.
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2005). Onset entropy matters – Letter-to-phoneme mappings in seven languages [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 211–229. https://doi.org/10.1007/s11145-005-3001-9
Coulmas, Florian. (2016). Sociolinguistics and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 261–274). Oxon: Routledge.
Mohanty, Panchanan, & Altmann, Gabriel. (2008). On graphemic representation of the Oriya phonemes. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 121–140). Berlin; New York: Mouton de Gruyter.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Sproat, Richard. (2016). English among the writing systems of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 27–40). Oxon: Routledge.
van den Bosch, Antal. (2006). Spelling space: A computational test bed for phonological and morphological changes in Dutch spelling [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 25–44.
van der Leij, Aryan, Bekebrede, Judith, & Kotterink, Mieke. (2010). Acquiring reading and vocabulary in Dutch and English: The effect of concurrent instruction. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 415–434. https://doi.org/10.1007/s11145-009-9207-5
van den Broek, P. (1994). Comprehension and memory of narrative texts: Inferences and coherence. In M. A. Gernsbacher (Ed.), Handbook of psycholinguistics (pp. 539–588). New York, NY: Academic Press.Cited by5
Cain, Kate, & Oakhill, Jane V. (1999). Inference making ability and its relation to comprehension failure in young children. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 489–503. https://doi.org/10.1023/A:1008084120205
Cui, Yao, & Chen, Yong-ming. (1997). Predictive inference in reading. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 287–297). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
McMaster, Kristen L., & Espin, Christine A. (2017). Reading comprehension instruction and intervention: Promoting inference making. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 463–487). Amsterdam; Philadelphia: John Benjamins.
van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
van den Broek, P., Risden, K., Fletcher, C. R., & Thurlow, R. (1996). A “landscape” view of reading: Fluctuating patterns of activation and the construction of a stable memory representation. In B. K. Britton & A. C. Graesser (Eds.), Models of understanding text (pp. 165–187). Hillsdale, NJ: Erlbaum.Cited by5
O'Brien, Edward J., & Cook, Anne E. (2015). Models of discourse comprehension. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 217–231). New York: Oxford University Press.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
van den Broek, Paul, & Kendeou, Panayiota. (2017). Development of reading comprehension: Change and continuity in the ability to construct coherent representations. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 283–305). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
van den Hout, T. (2006). Institutions, vernaculars, publics: The case of second-millennium Anatolia. In S. L. Sanders (Ed.), Margins of writing, origins of cultures (Oriental Institute Seminars 2) (pp. 217−256). Chicago: Oriental Institute of the University of Chicago.Cited by6
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Daniels, Peter T. (2017a). The writing systems of Indo-European. In Jared Klein, Brian Joseph, & Matthias Fritz (Eds.) in cooperation with Mark Wenthe, Handbook of comparative and historical Indo-European linguistics (Handbooks of Linguistics and Communication Science 41.1) (pp. 26–61). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110261288-00
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
van den Hout, T. (2009). A century of Hittite text dating and the origins of the Hittite cuneiform script. Incontri Linguistici, 32, 11–35.Cited by5
Busse, Anja. (2013). Hittite scribal habits: Sumerograms and phonetic complements in Hittite cuneiform. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 85–96). Boston; Berlin: De Gruyter.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Waal, Willemijn. (2012). Writing in Anatolia: The origins of the Anatolian hieroglyphs and the introductions of the cuneiform script. Altorientalische Forschungen, 39(2), 287–315. https://doi.org/10.1524/aofo.2012.0020
Waal, Willemijn. (2017). How to read the signs: The use of symbol, marking and pictographs in Bronze Age Anatolia. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 111–129). Firenze: Firenze University Press.
Yakubovich, Ilya. (2010). Anatolian hieroglyphic writing. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 203–207). Chicago, IL: The Oriental Institute of the University of Chicago.
van den Hout, Theo. (2010). The rise and fall of cuneiform script in Hittite Anatolia. In Christopher Woods (Ed.) with the assistance of Geoff Emberling & Emily Teeter, Visible language: Inventions of writing in the ancient Middle East and beyond (Oriental Institute Museum Publications 32) (pp. 99–106). Chicago, IL: The Oriental Institute of the University of Chicago.Cited by2
Busse, Anja. (2013). Hittite scribal habits: Sumerograms and phonetic complements in Hittite cuneiform. In Esther-Miriam Wagner, Ben Outhwaite, & Bettina Beinhoff (Eds.), Scribes as agents of language change (Studies in Language Change 10) (pp. 85–96). Boston; Berlin: De Gruyter.
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Van der Geest, T. (1996). Studying “real life” writing processes. A proposal and an example. In C. M. Levy, & S. Ransdell (Eds.), The science of writing. Theories, methods, individual differences, and applications (pp. 309–322). Mahwah, NJ: Erlbaum.Cited by5
Alamargot, Denis, Plane, Sylvie, Lambert, Eric, & Chesnet, David. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 853–888. https://doi.org/10.1007/s11145-009-9191-9
Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
Grésillon, Almuth, & Perrin, Daniel. (2014). Methodology: From speaking about writing to tracking text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 79–111). Berlin; Boston: De Gruyter Mouton.
Grésillon, Almuth, & Perrin, Daniel. (2015). Methodology: Investigating real-life writing processes. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 33–54). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.03gre
Jakobs, Eva-Maria, & Perrin, Daniel. (2014a). Introduction and research roadmap: Writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 1–24). Berlin; Boston: De Gruyter Mouton.
van der Horst, Joop. (2018). The end of the standard language: The rise and fall of a European language culture. In Constanze Weth & Kasper Juffermans (Eds.), Tyranny of writing: Ideologies of the written word (Bloomsbury advances in sociolinguistics) (pp. 47–61). London: Bloomsbury Publishing.Cited by1
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
van der Kuijp, Leonard W. J. (1996). The Tibetan script and derivatives. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 431–441). New York; Oxford: Oxford University Press.Cited by11
Bright, William. (1999). A matter of typology: Alphasyllabaries and abugidas. Written Language & Literacy, 2(1), 45–55. https://doi.org/10.1075/wll.2.1.03bri
Bright, William. (2000). A matter of typology: Alphasyllabaries and abugidas [Special issue: Literacy and writing systems in Asia, edited by Chin W. Kim, Elmer H. Antonsen, William Bright, & Braj B. Kachru]. Studies in the Linguistic Sciences (Urbana, IL: Department of Linguistics, University of Illinois at Urbana-Champaign), 30, 63–71.
Chamberlain, Bradford Lynn. (2008). Script selection for Tibetan-related languages in multiscriptal environments [Special issue: The sociolinguistics of script choice, edited by Peter Unseth]. International Journal of the Sociology of Language, 192, 117–131. https://doi.org/10.1515/IJSL.2008.039
Gnanadesikan, Amalia E. (2009). The writing revolution: Cuneiform to the internet (The Language Library). Chichester: Wiley Blackwell.
Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
Miller, Roy Andrew. (2001). [Book review: Juha Janhunen & Volker Rybatzki (Eds.), (1999), Writing in the Altaic world]. Written Language & Literacy, 4(2), 234–238.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
Swank, Heidi. (2008). It all hinges on the vowels: Reconsidering the alphasyllabary classification. Written Language & Literacy, 11(1), 73–89. https://doi.org/10.1075/wll.11.1.06swa
Unger, J. Marshall. (2011). What linguistic units do Chinese characters represent? Written Language & Literacy, 14(2), 293–302. https://doi.org/10.1075/wll.14.2.06ung
Unseth, Peter. (2005). Sociolinguistic parallels between choosing scripts and languages. Written Language & Literacy, 8(1), 19–42. https://doi.org/10.1075/wll.8.1.02uns
van der Leij, Aryan, Bekebrede, Judith, & Kotterink, Mieke. (2010). Acquiring reading and vocabulary in Dutch and English: The effect of concurrent instruction. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 415–434. https://doi.org/10.1007/s11145-009-9207-5Cited by1
Jared, Debra. (2015). Literacy and literacy development in bilinguals. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 165–182). New York: Oxford University Press.
van der Leij, A., & Morfidi, E. (2006). Core deficits and variable differences in Dutch poor readers learning English. Journal of Learning Disabilities, 39, 74–90.Cited by6
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
van der Leij, Aryan, Bekebrede, Judith, & Kotterink, Mieke. (2010). Acquiring reading and vocabulary in Dutch and English: The effect of concurrent instruction. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 415–434. https://doi.org/10.1007/s11145-009-9207-5
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
Van der Leij, A., & van Daal, V. H. P. (1999). Automatization aspects of dyslexia: Speed limitations in word identification, sensitivity to increasing task demands, and orthographic compensation. Journal of Learning Disabilities, 32(5), 417–428.Cited by8
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Gupta, Ashum. (2004). Reading difficulties of Hindi-speaking children with developmental dyslexia [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 79–99. https://doi.org/10.1023/B:READ.0000013823.56357.8b
Meyler, Ann, & Breznitz, Zvia. (2003). Processing of phonological, orthographic and cross-modal word representations among adult dyslexic and normal readers. Reading and Writing: An Interdisciplinary Journal, 16(8), 785–803.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Su, Yi-Fen, & Samuels, S. Jay. (2010). Developmental changes in character-complexity and word-length effects when reading Chinese script. Reading and Writing, 23(9), 1085–1108. https://doi.org/10.1007/s11145-009-9197-3
van der Leij, Aryan, Bekebrede, Judith, & Kotterink, Mieke. (2010). Acquiring reading and vocabulary in Dutch and English: The effect of concurrent instruction. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 415–434. https://doi.org/10.1007/s11145-009-9207-5
van der Loo, Peter L. (1994). Voicing the painted image: A suggestion for reading the reverse of the Codex Cospi. In Elizabeth Hill Boone & Walter D. Mignolo (Eds.), Writing without words: Alternative literacies in Mesoamerica and the Andes (pp. 77–86). Durham, NC: Duke University Press.Cited by1
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
van der Putten, Jan. (2019). A collection of unstandardised consistencies? The use of Jawi script in a few early Malay manuscripts from the Moluccas. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 217–236). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-009
Van der Toorn, K. (2007). Scribal culture and the making of the Hebrew Bible. Cambridge, MA: Harvard University Press.Cited by18
Askin, Lindsey A. (2020). Scribal production and literacy at Qumran. In Anna Krauß, Jonas Leipziger, & Friederike Schücking-Jungblut (Eds.), Material aspects of reading in ancient and medieval cultures: Materiality, presence and performance (Materiale Textkulturen 26) (pp. 23–36). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639247-003
Bos, James M. (2015). The “literarization” of the biblical prophecy of doom. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 263–280). Atlanta, GA: SBL Press.
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Clifford, Richard J. (2018). What the biblical scribes teach us about their writings. Theological Studies, 79(3) 653–667. https://doi.org/ 10.1177/0040563918784782
Clivaz, Claire. (2013). The prose writer (συγγραφεύς) and the cultures of author and scribes: The examples of Galen and the anonymous author of Luke-Acts. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 159–176). Durham: Acumen.
Davies, Philip R. (2013). The dissemination of written texts. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 35–46). Durham: Acumen.
Edelman, Diana V. (2013). Genesis: A composition for construing a homeland of the imagination for elite scribal circles or for educating the illiterate? In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 47–66). Durham: Acumen.
Na'aman, Nadav. (2015). Literacy in the Negev of the Late Monarchical Period. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 47–70). Atlanta, GA: SBL Press.
Nihan, Christophe. (2013). The “Prophets” as scriptural collection and scriptural prophecy during the Second Temple period. In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 67–85). Durham: Acumen.
Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Rollston, Christopher A. (2015). Scribal curriculum during the first Temple Period: Epigraphic Hebrew and biblical evidence. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 71–101). Atlanta, GA: SBL Press.
Schaper, Joachim. (2015). Hebrew culture at the “interface between the written and the oral”. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 323–340). Atlanta, GA: SBL Press.
Schniedewind, William M. (2015). Scripturalization in Ancient Judah. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 305–321). Atlanta, GA: SBL Press.
Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
Stern, Elsie. (2015). Royal letters and torah scrolls: The place of Ezra-Nehemiah in scholarly narratives of scripturalization. In Brian B. Schmidt (Ed.), Contextualizing Israel's sacred writing: Ancient literacy, orality, and literary production (Ancient Israel and Its Literature 22) (pp. 239–262). Atlanta, GA: SBL Press.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
van Diepen, Mieke, Verhoeven, Ludo, Aarnoutse, Cor, & Bosman, Anna M. T. (2007). Validation of the International Reading Literacy Test: Evidence from Dutch. Written Language & Literacy, 10(1), 1–23.
Van Dijk, Teun A., & Kintsch, Walter. (1983). Strategies of discourse comprehension. New York: Academic Press.Cited by31
Antos, Gerd. (1996). Die Produktion schriftlicher Texte [The production of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1527–1535). Berlin; New York: De Gruyter.
Augst, Gerhard, & Müller, Karin. (1996). Die schriftliche Sprache im Deutschen [Written language: German]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1500–1506). Berlin; New York: De Gruyter.
Bailin, Alan, & Grafstein, Ann. (2016). Readability: Text and context. Basingstoke: Palgrave Macmillan.
Blatt, Inge, Müller, Astrid, & Voss, Andreas. (2010). Schriftstruktur als Lesehilfe. Konzeption und Ergebnisse eines Hamburger Leseförderprojekts in Klasse 5 (HeLp). In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 171–202). Berlin; New York: Walter de Gruyter.
Brandão, Ana Carolina Perrusi, & Oakhill, Jane. (2005). “How do you know this answer?” – Children's use of text data and general knowledge in story comprehension. Reading and Writing, 18(7/9), 687–713. https://doi.org/10.1007/s11145-005-5600-x
Christmann, Ursula, & Groeben, Norbert. (1996). Die Rezeption schriftlicher Texte [The reception of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1536–1545). Berlin; New York: De Gruyter.
Degand, Liesbeth, & Sanders, Ted. (2002). The impact of relational markers on expository text comprehension in L1 and L2. Reading and Writing: An Interdisciplinary Journal, 15(7/8), 739–757. https://doi.org/10.1023/A:1020932715838
Dixon, Peter, Harrison, Karen, & Taylor, Dean. (1995). Effects of sentence form on the construction of mental plans from procedural discourse. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 247–272). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
Dobson, Teresa M., & Willinsky, John. (2009). Digital literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 286–312). Cambridge: Cambridge University Press.
Feilke, Helmut. (1996). Die Entwicklung der Schreibfähigkeiten [The development of writing skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1178–1191). Berlin; New York: De Gruyter.
Grabe, William, & Biber, Douglas. (1996). Written language: English. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1495–1499). Berlin; New York: De Gruyter.
Kaplan, Dafna. (2013). Development of reading comprehension from middle childhood to adolescence: Distributional and qualitative analyses of two genres. Written Language & Literacy, 16(2), 208–240. https://doi.org/10.1075/wlL16.2.04kap
León, Jose A. (1997). The effects of headlines and summaries on news comprehension and recall. Reading and Writing: An Interdisciplinary Journal, 9(2), 85–106.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Lesaux, Nonie K., Pearson, M. Rufina, & Siegel, Linda S. (2006). The effects of timed and untimed testing conditions on the reading comprehension performance of adults with reading disabilities [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 21–48. https://doi.org/10.1007/s11145-005-4714-5
Linnemann, Markus. (2019). Anticipation of audience during writing. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 326–345). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_016
Molitor-Lübbert, Sylvie. (1996). Schreiben als mentaler und sprachlicher Prozeß [Writing as a mental and linguistic process]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1005–1027). Berlin; New York: De Gruyter.
Moravcsik, Julia E., & Kintsch, Walter. (1993). Writing quality, reading skills, and domain knowledge as factors in text comprehension. Canadian Journal of Experimental Psychology, 47, 360–374. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 232–246). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
O'Brien, Edward J., & Cook, Anne E. (2015). Models of discourse comprehension. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 217–231). New York: Oxford University Press.
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
Russell, Devin, & Connor, Carol McDonald. (2016). Memory and learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 53–66). London; New York: Routledge.
Sánchez, Emilio, & García, J. Ricardo. (2009). The relation of knowledge of textual integration devices to expository text comprehension under different assessment conditions. Reading and Writing, 22(9), 1081–1108. https://doi.org/10.1007/s11145-008-9145-7
Schmalhofer, Franz, & Bärenfänger, Olaf. (2001). [Book review: Herre van Oostendorp & Susan R. Goldman (Eds.), (1999), The construction of mental representations during reading]. Written Language & Literacy, 4(1), 118–122.
Schnotz, Wolfgang. (1996). Lesen als Textverarbeitung [Text processing in reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 972–982). Berlin; New York: De Gruyter.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
Tzeng, Jeng-Yi. (2010). Designs of concept maps and their impacts on readers' performance in memory and reasoning while reading. Journal of Research in Reading, 33(2), 128–147. https://doi.org/10.1111/j.1467-9817.2009.01404.x
Van Dyken, J. R., & Kutsch Lojenga, C. (1993). Word boundaries: Key factors in orthography development. In R. Hartell (Ed.), Alphabets of Africa (pp. 3–20). Dakar, Senegal: UNESCO and SIL.Cited by7
Bassetti, Benedetta. (2005). Effects of writing systems on second language awareness: Word awareness in English learners of Chinese as a foreign language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 335–356). Clevedon; Buffalo; Toronto: Multilingual Matters. https://doi.org/10.21832/9781853597954‑015
Eaton, Helen, & Schroeder, Leila. (2012). Word break conflicts in Bantu languages: Skirmishes on many fronts. Writing Systems Research, 4(2), 229–241. doi:.10.1080/17586801.2012.744686
Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
Roberts, David. (2010b). Hidden morpheme boundaries in Kabiye: A source of miscues in a toneless orthography. Writing Systems Research, 2(2), 139–153. https://doi.org/10.1093/wsr/wsq011
Roberts, David. (2011). A tone orthography typology [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 82–108. https://doi.org/10.1075/wll.14.1.05rob [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 85–111). Amsterdam: John Benjamins]
Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
Van Galen, G. P. (1991). Handwriting: Issues for a psychomotor theory. Human Movement Science, 10(2-3), 165–191.Cited by11
Frangou, Satu-Maarit, Ruokamo, Heli, Parviainen, Tiina, & Wikgren, Jan. (2018). Can you put your finger on it? The effects of writing modality on Finnish students' recollection. Writing Systems Research, 10(2), 82–94. https://doi.org/ 10.1080/17586801.2018.1536015
Grabowski, Joachim, Weinzierl, Christian, & Schmitt, Markus. (2010). Second and fourth graders’ copying ability: From graphical to linguistic processing [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 39–53. https://doi.org/10.1111/j.1467-9817.2009.01431.x
Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
Kay, Janice. (1996). Psychological aspects of spelling. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1074–1094). Berlin; New York: De Gruyter.
Lambert, Eric, Kandel, Sonia, Fayol, Michel, & Espéret, Eric. (2008). The effect of the number of syllables on handwriting production. Reading and Writing, 21(9), 859–883. https://doi.org/10.1007/s11145-007-9095-5
Primus, Beatrice. (2010). Strukturelle Grundlagen des deutschen Schriftsystems. In Ursula Bredel, Astrid Müller & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 9–45). Berlin; New York: Walter de Gruyter; .Tübingen: Niemeyer. https://doi.org/10.1515/9783110232257.9
Thomassen, Arnold J. W. M. (1996). Writing by hand. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1027–1035). Berlin; New York: De Gruyter.
Van Reybroeck, Marie, Cumbo, Egidia, & Gosse, Claire. (2020). Decoding and self-assessment intervention with persistently struggling readers: Impacts on reading, self-efficacy and transfer on spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 289–311). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_18
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1
Vilageliu, Olga Soler, Lasheras, Cristina Sotoca, Ramis, Yago, & Castellà, Judit. (2016). Development of literacy and notational knowledge: Prediction of literacy development difficulties through graphomotor measures in grade 1. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 77–92). Cham: Springer.
Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wil
Van Galen, G. P., Smyth, M. M., Meulenbroek, R. G. J., & Hylkema, H. (1989). The role of short-term memory and the motor buffer in handwriting under visual and non-visual guidance. In R. Plamondon, C. Y. Suen & M. L. Simner (Eds.), Computer recognition and human production of handwriting (pp. 253–271). Singapore: World Scientific.Cited by4
Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
Lambert, Eric, Kandel, Sonia, Fayol, Michel, & Espéret, Eric. (2008). The effect of the number of syllables on handwriting production. Reading and Writing, 21(9), 859–883. https://doi.org/10.1007/s11145-007-9095-5
Weingarten, Ruediger. (2005). Subsyllabic units in written word production. Written Language & Literacy, 8(1), 43–61.
Will, Udo, Nottbusch, Guido, & Weingarten, Rüdiger. (2006). Linguistic units in word typing: Effects of word presentation modes and typing delay [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 153–176. https://doi.org/10.1075/wll.9.1.10wil
van Gorp, Karly, Segers, Eliane, & Verhoeven, Ludo. (2016). Masked onset priming in lexical decision: Differential effects in adults and beginning readers. Written Language & Literacy, 19(1), 94–113. https://doi.org/10.1075/wll.19.1.04van
van Heuven, Vincent J. (1978). Spelling en lezen: Hoe tragisch zijn de werkwoordsvormen? [Spelling and reading: How tragic are the verbs?]. Assen, The Netherlands: Van Gorcum.Cited by5
Bosman, Anna M. T. (2005). Development of rule-based verb spelling in Dutch students. Written Language & Literacy, 8(1), 1–18. https://doi.org/10.1075/wll.8.1.01bos
Chamalaun, Robert J. P. M., Bosman, Anna M. T., & Ernestus, Mirjam T. C. (2021). The role of grammar in spelling homophonous regular verbs. Written Language & Literacy, 24(1), 38–80. https://doi.org/10.1075/wll.00047.cha
Neijt, Anneke. (2002). The interfaces of writing and grammar. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 11–34). Tübingen: Max Niemeyer Verlag.
Neijt, Anneke, & Schreuder, Robert. (2007). Asymmetrical phoneme-grapheme mapping of coronal plosives in Dutch [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 219–234.
Van Heuven, Vincent J. (2002). Effects of diaeresis on visual word recognition in Dutch. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 99–114). Tübingen: Max Niemeyer Verlag.
Van Heuven, Vincent J. (2002). Effects of diaeresis on visual word recognition in Dutch. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 99–114). Tübingen: Max Niemeyer Verlag.Cited by5
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Neijt, Anneke. (2002). The interfaces of writing and grammar. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 11–34). Tübingen: Max Niemeyer Verlag.
Sproat, Richard. (2003). A formal computational analysis of Indic scripts. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 9–40). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
Sproat, Richard. (2006). Brahmi-derived scripts, script layout, and segmental awareness [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 45–65. https://doi.org/10.1075/wll.9.1.05spr
Swank, Heidi. (2008). It all hinges on the vowels: Reconsidering the alphasyllabary classification. Written Language & Literacy, 11(1), 73–89. https://doi.org/10.1075/wll.11.1.06swa
Van Heuven, Walter J. B. (2005). Bilingual interactive activation models of word recognition in a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (260–288). Clevedon; Buffalo; Toronto: Multilingual Matters.
Van Heuven, W. J. B., Dijkstra, T., & Grainger, J. (1998). Orthographic neighborhood effects in bilingual word recognition. Journal of Memory and Language, 39(3), 458–483.Cited by5
Casaponsa, Aina, Carreiras, Manuel, & Duñabeitia, Jon Andoni. (2015). How do bilinguals identify the language of the words they read? Brain Research, 1624, 153–166. https://doi.org/10.1016/j.brainres.2015.07.035
Jared, Debra. (2015). Literacy and literacy development in bilinguals. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 165–182). New York: Oxford University Press.
Marian, Viorica. (2017). Orthographic and phonological neighborhood databases across multiple languages [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 6–26. doi 10.1075/wll.20.1.02mar
Schwartz, Ana I., & Van Hell, Janet G. (2012). Bilingual visual word recognition in sentence context. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 131–150). London: Psychology Press.
Van Heuven, Walter J. B. (2005). Bilingual interactive activation models of word recognition in a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (260–288). Clevedon; Buffalo; Toronto: Multilingual Matters.
van Holthoon, Frits. (2009). Literacy, modernization, the intellectual community, and civil society in the Western world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 431–448). Cambridge: Cambridge University Press.Cited by1
Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
van Ijzendoorn, M. H., & Bus, A. G. (1994). Meta-analytic confirmation of the nonword reading deficit in developmental dyslexia. Reading Research Quarterly, 29, 267–275.Cited by10
Cassar, Marie, Treiman, Rebecca, Moats, Louisa, Pollo Tatiana Cury, & Kessler, Brett. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18(1), 27–49. https://doi.org/10.1007/s11145-004-2345-x
Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
Reid, Larry D., Reid, Meta L., & Bennett, Audrey. (2004). Towards a reader-friendly font: Rationale for developing a typeface that is friendly for beginning readers, particularly those labeled dyslexic. Visible Language, 38(3), 246–259.
Serniclaes, Willy. (2006). Allophonic perception in developmental dyslexia: Origin, reliability and implications of the categorical perception deficit [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 135–152.
Sprenger-Charolles, Liliane. (2019). Developmental dyslexia in French. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 50–72). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.003
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Zoccolotti, Pierluigi, De Luca, Maria, Di Filippo, Gloria, Judica, Anna, & Martelli, Marialuisa. (2009). Reading development in an orthographically regular language: effects of length, frequency, lexicality and global processing ability. Reading and Writing, 22(9), 1053–1079. https://doi.org/10.1007/s11145-008-9144-8
van Leeuwen, Joyce. (2016). Manuscripts. In Bernard Lightman (Ed.), A companion to the history of science (Blackwell Companions to History) (pp. 331–343). Chichester: Wiley-Blackwell.
Van Orden, G. C. (1987). A ROWS is a ROSE: Spelling, sound, and reading. Memory & Cognition, 15(3), 181–198. https://doi.org/10.3758/bf03197716Cited by49
Álvarez, Carlos J., Carreiras, Manuel, & Perea, Manuel. (2004). Are syllables phonological units in visual word recognition? [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 427–452. https://doi.org/10.1080/01690960344000242 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 98–123). Hove: Psychological Press]
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Bedoin, Nathalie, & dos Santos, Christophe. (2008). How do consonant feature values affect the processing of a CVCV structure? Evidence from a reading task [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 191–210. https://doi.org/10.1075/wll.11.2.05bed
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
Binder, Katherine, & Borecki, Caren. (2008). The use of phonological, orthographic, and contextual information during reading: A comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21(8), 843–858. https://doi.org/10.1007/s11145-007-9099-1
Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
Cheung, Him, McBride-Chang, Catherine, & Chow, Bonnie Wing-Yin. (2006). Reading Chinese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 421–438). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
Daneman, Meredyth, & Reingold, Eyal. (1993). What eye fixations tell us about phonological recoding during reading. Canadian Journal of Experimental Psychology, 47, 153–178. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 25–50). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Dixon, Maureen, Stuart, Morag, & Masterson, Jackie. (2002). The relationship between phonological awareness and the development of orthographic representations. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 295–316.
Friesen, Deanna C., & Joanisse, Marc F. (2012). Homophone effects in deaf readers: Evidence from lexical decision. Reading and Writing, 25(2), 375–388. https://doi.org/10.1007/s11145-010-9275-6
Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
Lin, Candise Yue, Wang, Min, & Singh, Anisha. (2018). Introduction to script processing in Chinese and cognitive consequences for bilingual reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 25–48). Amsterdam: John Benjamins.
Liu, In-Mao. (1997). The issue of prelexical phonology in the reading of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 65–75). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Matsunaga, Sachiko. (2002b). Early phonological activation in reading kanji: An eye-tracking study. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 157–171). Hong Kong: Hong Kong University Press.
McCausland, Sinéad, Kingston, Justé, & Lyddy, Fiona. (2015). Processing costs when reading short message service shortcuts: An eye-tracking study. Writing Systems Research, 7(1), 97–107. https://doi.org/10.1080/17586801.2014.943150
Miller, Paul. (2004a). The importance of vowel diacritics for reading in Hebrew: What can be learned from readers with prelingual deafness? Reading and Writing: An Interdisciplinary Journal, 17(6), 593–615.
Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Perfetti, Charles A., & Liu, Ying. (2005). Orthography to phonology and meaning: Comparisons across and within writing systems [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 193–210. https://doi.org/10.1007/s11145-004-2344-y
Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rayner, Keith, Schotter, Elizabeth R., Masson, Michael E. J., Potter, Mary C., & Treiman, Rebecca. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34. doi10.1177/1529100615623267
Sainz, Javier S. (2006). Literacy acquisition in Spanish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 151–169). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Taft, Marcus. (2006). A localist-cum-distributed (LCD) framework for lexical processing. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 76–94). Hove; New York: Psychology Press.
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
Verhoeven, Ludo, Baayen, R. Harald, & Schreuder, Robert. (2004). Orthographic constraints and frequency effects in complex word identification [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 49–59.
Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
Wydell, Taeko Nakayama. (1998). What matters in kanji word naming: Consistency, regularity, or On/Kun-reading difference? [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 359–373. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 205–219). Dordrecht: Kluwer Academic Publishers]
Zhou, Xiaolin, & Marslen-Wilson, William. (1999b). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(4), 819–837.
Van Orden, G. C. (1991). Phonologic mediation is fundamental to reading. In D. Besner & G. Humphreys (Eds.), Basic processes in reading: Visual word recognition (pp. 77–103). Hillsdale, NJ: Lawrence Erlbaum Associates.Cited by7
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Dixon, Maureen, Stuart, Morag, & Masterson, Jackie. (2002). The relationship between phonological awareness and the development of orthographic representations. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 295–316.
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Penke, Martina. (2008). Introduction: The role of phonology in reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 97–102. https://doi.org/10.1075/wll.11.2.01pen
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Schreuder, Robert, & Verhoeven, Ludo. (2004). Introduction: The cross-linguistic study of reading [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 3–7.
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
Van Orden, G. C., & Goldinger, S. D. (1994). Interdependence of form and function in cognitive systems explains perception of printed words. Journal of Experimental Psychology: Human Perception and Performance, 20(6), 1269–1291.Cited by15
Aaron, P. G., Joshi, R. M., Ayotollah, Mahboobeh, Ellsberry, Annie, Henderson, Janet, & Lindsey, Kim. (1999). Decoding and sight-word naming: Are they independent components of word recognition skill? Reading and Writing: An Interdisciplinary Journal, 11(2), 89–127.
Andrews, Sally. (2006b). All about words: A lexicalist perspective on reading. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 318–347). Hove; New York: Psychology Press.
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Halderman, Laura K., Ashby, Jane, & Perfetti, Charles A. (2012). Phonology: An early and integral role in identifying words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 207–228). London: Psychology Press.
Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
Kaminska, Zofia. (2003). Little Frog and Toad: Interaction of orthography and phonology in Polish spelling [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 61–80.
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Scholfield, Phil, & Chwo, Gloria Shu-Mei. (2005). Are the L1 and L2 word reading processes affected more by writing system or instruction? In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 215–237). Clevedon; Buffalo; Toronto: Multilingual Matters.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
Weekes, Brendan S., Castles, Anne E., & Davis, Robert A. (2006). Effects of consistency and age of acquisition on reading and spelling among developing readers. Reading and Writing, 19(2), 133–169. https://doi.org/10.1007/s11145-005-2032-6
Zhou, Xiaolin, & Marslen-Wilson, William. (1999b). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(4), 819–837.
Van Orden, G. C., Holden, J. G., Podgornik, M. N., & Aitchison, C. S. (1999). What swimming says about reading: Coordination, context, and homophone errors. Ecological Psychology, 11, 45–79.Cited by4
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Gijsel, Martine A. R., van Bon, Wim H. J., & Bosman, Anna M. T. (2004). Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability, repetition, and word-pseudoword ratio. Reading and Writing: An Interdisciplinary Journal, 17(5), 517–536.
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Van Orden, G. C., Johnston, J. C., & Hale, B. L. (1988). Word identification in reading proceeds from spelling to sound to meaning. Journal of Experimental Psychology: Learning, Memory, and Cognition, 14(3), 371–386.Cited by28
Álvarez, Carlos J., Carreiras, Manuel, & Perea, Manuel. (2004). Are syllables phonological units in visual word recognition? [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 427–452. https://doi.org/10.1080/01690960344000242 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 98–123). Hove: Psychological Press]
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
Booth, James R., Perfetti, Charles A., MacWhinney, Brian, & Hunt, Sean B. (2000). The association of rapid temporal perception with orthographic and phonological processing in children and adults with reading impairment. Scientific Studies of Reading, 4(2), 101–132.
Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
Clifton, Charles, Jr. (2015). The roles of phonology in silent reading: A selective review. In Lyn Frazier & Edward Gibson (Eds.), Explicit and implicit prosody in sentence processing: Studies in honor of Janet Dean Fodor (Studies in Theoretical Psycholinguistics 46) (pp. 161–176). Cham: Springer. https://doi.org/10.1007/978-3–319-12961-7_9
Daneman, Meredyth, & Reingold, Eyal. (1993). What eye fixations tell us about phonological recoding during reading. Canadian Journal of Experimental Psychology, 47, 153–178. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 25–50). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
Halderman, Laura K., Ashby, Jane, & Perfetti, Charles A. (2012). Phonology: An early and integral role in identifying words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 207–228). London: Psychology Press.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Matsumoto, Mallory E. (2017). From sound to symbol: Orthographic semantization in Maya hieroglyphic writing. Writing Systems Research, 9(2), 99–122. https://doi.org/10.1080/17586801.2017.1335634
Miller, Paul. (2004a). The importance of vowel diacritics for reading in Hebrew: What can be learned from readers with prelingual deafness? Reading and Writing: An Interdisciplinary Journal, 17(6), 593–615.
Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
Mori, Yoshiko. (2012). Five myths about kanji and kanji learning. Japanese Language and Literature, 46, 143–169.
Nelson, Jessica R., Balass, Michal, & Perfetti, Charles A. (2005). Differences between written and spoken input in learning new words [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 101–120.
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
Pollatsek, Alexander. (2015). The role of sound in silent reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 185–201). New York: Oxford University Press.
Pollatsek, Alexander, & Lesch, Mary. (1996). The perception of words and letters. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 957–971). Berlin; New York: De Gruyter.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
Tamaoka, Katsuo. (2007). Rebounding activation caused by lexical homophony in the processing of Japanese two-kanji compound words. Reading and Writing, 20(5), 413–439. https://doi.org/10.1007/s11145-006-9036-8
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
Van Orden, Guy C., & Kloos, Heidi. (2005). The question of phonology and reading. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 61–78). Oxford: Blackwell Publishing.Cited by2
McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Van Orden, G. C., Pennington, B. E., & Stone, G. O. (1990). Word identification in reading and the promise of subsymbolic psycholinguistics. Psychological Review, 97(4), 488–522. https://doi.org/10.1037/0033-295X.97.4.488Cited by47
Abu-Rabia, Salim. (1997b). Reading in Arabic orthography: The effect of vowels and context on reading accuracy of poor and skilled native Arabic readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 65–78.
Abu-Rabia, Salim. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization. Reading and Writing: An Interdisciplinary Journal, 10(2), 105–119. https://doi.org/10.1023/A:1007906222227
Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39–59. https://doi.org/10.1023/A:1008147606320
Abu-Rabia, Salim, & Taha, Haitham. (2006b). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321–338). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
Bertelson, Paul, Chen, Hsuan-Chih, & de Gelder, Béatrice. (1997). Explicit speech analysis and orthographic experience in Chinese readers. In Hsuan-Chih Chen, (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 27–46). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Besner, Derek, & Smith, Marilyn Chapnik. (1992). Basic processes in reading: Is the orthographic depth hypothesis sinking? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 45–66). Amsterdam; London; New York; Tokyo: North-Holland.
Buchanan, Lori, & Besner, Derek. (1993). Reading aloud: Evidence for the use of whole word nonsemantic pathway. Canadian Journal of Experimental Psychology, 47, 133–152. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 5–24). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Carello, Claudia, & Turvey, M. T., Lukatela, Georgije. (1992). Can theories of word recognition remain stubbornly nonphonological? In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 211–226). Amsterdam; London; New York; Tokyo: North-Holland.
Carreiras, Manuel, & Grainger, Jonathan. (2004). Sublexical representations and the ‘front end’ of visual word recognition [Special issue: Sublexical representations in visual word recognition, edited by Manuel Carreiras & Jonathan Grainger]. Language and Cognitive Processes, 19(3), 321–331. https://doi.org/10.1080/01690960344000288 [Republished in Carreiras, Manuel, & Grainger, Jonathan. (Eds.). (2004). Sublexical representations in visual word recognition: A special issue of Language and Cognitive Processes (pp. 1–10). Hove: Psychological Press]
Colombo, Lucia, & Tabossi, Patrizia. (1992). Strategies and stress assignment: Evidence from a shallow orthography. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 319–340). Amsterdam; London; New York; Tokyo: North-Holland.
Daneman, Meredyth, & Reingold, Eyal. (1993). What eye fixations tell us about phonological recoding during reading. Canadian Journal of Experimental Psychology, 47, 153–178. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 25–50). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Dixon, Maureen, Stuart, Morag, & Masterson, Jackie. (2002). The relationship between phonological awareness and the development of orthographic representations. Reading and Writing: An Interdisciplinary Journal, 15(3/4), 295–316.
Fielding-Barnsley, Ruth. (1997). Explicit instruction in decoding benefits children high in phonemic awareness and alphabet knowledge. Scientific Studies of Reading, 1(1), 85–98. https://doi.org/10.1207/s1532799xssr0101_5
Frost, Stephen J., Sandak, Rebecca, Mencl, W. Einar, Landi, Nicole, Moore, Dina, Della Porta, Gina, Rueckl, Jay G., Katz, Leonard, & Pugh, Kenneth R. (2008). Neurobiological and behavioral studies of skilled and impaired word reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 355–376). New York; London. Lawrence Erlbaum Associates.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Hino, Yasushi, Lupker, Stephen J., Sears, Chris R., & Ogawa, Taeko. (1998). The effects of polysemy for Japanese katakana words [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 395–424. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 241–270). Dordrecht: Kluwer Academic Publishers]
Holmes, Virginia M., & Babauta, Mariko L. (2005). Single or dual representations for reading and spelling? [Special issue: Reading and spelling words: General and specific principles, edited by Dominiek Sandra & Anneke Neijt]. Reading and Writing, 18(3), 257–280. https://doi.org/10.1007/s11145-004-8129-5
Katz, Leonard, & Feldman, Laurie B. (1996). The influence of an alphabetic writing system on the reading process. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1094–1101). Berlin; New York: De Gruyter.
Katz, Leonard, & Frost, Ram. (1992b). The reading process is different for different orthographies: The orthographic depth hypothesis. In Ram Frost & Leonard Katz (Eds), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 67–84). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62789-2
Lervåg, Arne, & Bråten, Ivar. (2002). Effects of memory load on word recognition: Are there dual-routers in Norway? Reading and Writing: An Interdisciplinary Journal, 15(3/4), 233–259.
Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
Neijt, Anneke, Peters, Mijntje, & Zuidema, Johan. (2012). The 12321 model of Dutch spelling acquisition. Linguistics in the Netherlands, 111–122. https://doi.org/10.1075/avt.29.09nei
Öney, Banu, Peter, Mira, & Katz, Leonard. (1997). Phonological processing in printed word recognition: Effects of age and writing system. Scientific Studies of Reading, 1(1), 65–83. https://doi.org/10.1207/s1532799xssr0101_4
Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland.
Perfetti, Charles A., Liu, Ying, & Tan, Li-Tan. (2002). How the mind can meet the brain in reading: A comparative writing systems approach. In Henry S. R. Kao, Cke-Kan Leong, & Ding-Guo Gao (Eds.), Cognitive neuroscience studies of the Chinese language (pp. 35–60). Hong Kong: Hong Kong University Press.
Perfetti, Charles A., Zhang, Sulan, & Berent, Iris. (1992). Reading in English and Chinese: Evidence for a “universal” phonological principle. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 227–248). Amsterdam; London; New York; Tokyo: North-Holland. https://doi.org/10.1016/S0166-4115(08)62798-3
Raman, Ilhan, & Baluch, Bahman. (2001). Semantic effects as a function of reading skill in word naming of a transparent orthography. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 599–614. http://dx.doi.org/10.1023/A:1012004729180
Raman, Ilhan, Raman, Evren, İkier, Simay, Kilecioğlu, Elçin, Eroğlu, Dilek Uzun, & Zeyveli, Şebnem. (2018). Differential effects of age of acquisition and frequency on memory: Evidence from free recall of pictures and words in Turkish. Writing Systems Research, 10(1), 1–14. https://doi.org/10.1080/17586801.2017.1420727
Riano, Adriana, & Margolin, Sara J. (2017). But spell checker always corrects witch words eye misspelled: Spell checker use among good and poor spellers. Written Language & Literacy, 20(2), 129–146. https://doi.org/10.1075/wll.00001.ria
Sainz, Javier S. (2006). Literacy acquisition in Spanish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 151–169). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Seidenberg, M. S. (1992a). Beyond orthographic depth: Equitable division of labor. In R. Frost & K. Katz (Eds.), Orthography; phonology, morphology, and meaning (Advances in Psychology 94) (pp. 85–118). Amsterdam: North-Holland.
Seidenberg, Mark S. (2007). Connectionist models of reading. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 235–250). Oxford: Oxford University Press.
Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Su, I-Fan, Klingebiel, Kathrin, & Weekes, Brendan S. (2010). Dyslexia in Chinese: Implications for connectionist models of reading. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 199–219). Hove; New York. Psychology Press.
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.
Verhoeven, Ludo, Baayen, R. Harald, & Schreuder, Robert. (2004). Orthographic constraints and frequency effects in complex word identification [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 49–59.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Zhou, Xiaolin, & Marslen-Wilson, William. (1999b). The nature of sublexical processing in reading Chinese characters. Journal of Experimental Psychology: Learning, Memory, and Cognition, 25(4), 819–837.
Van Orden, Guy C., Stone, Gregory O., Garlington, Karen L., Markson, Lori R., Pinnt, Greta Sue, Simonfy, Cynthia M., & Brichetto, Tony. (1992). “Assembled” phonology and reading: A case study in how theoretical perspective shapes empirical investigation. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 249–292). Amsterdam; London; New York; Tokyo: North-Holland.Cited by4
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Gijsel, Martine A. R., van Bon, Wim H. J., & Bosman, Anna M. T. (2004). Assessing reading skills by means of paper-and-pencil lexical decision: Issues of reliability, repetition, and word-pseudoword ratio. Reading and Writing: An Interdisciplinary Journal, 17(5), 517–536.
Miller, Paul. (2004a). The importance of vowel diacritics for reading in Hebrew: What can be learned from readers with prelingual deafness? Reading and Writing: An Interdisciplinary Journal, 17(6), 593–615.
Miller, Paul. (2004b). The word decoding strategies of Hebrew readers with and without hearing impairments: Some insight from an associative learning task [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 823–845.
Van Reybroeck, Marie, Cumbo, Egidia, & Gosse, Claire. (2020). Decoding and self-assessment intervention with persistently struggling readers: Impacts on reading, self-efficacy and transfer on spelling. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 289–311). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_18
Van Soldt, W. H. (1991). Studies in the Akkadian of Ugarit: Dating and grammar (Alter Orient and Altes Testament 40). Neukirchen-Vluyn: Neukirchener Verlag; Kevelaer: Butzon und Bercker.Cited by9
Black, Jeremy. (2008). The obsolescence and demise of cuneiform writing in Elam. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 45–72). London: Equinox Publishing.
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Curtis, Adrian. (2013). Ilimilku of Ugarit: Copyist or creator? In Philip R. Davies & Thomas Römer (Eds.), Writing the Bible: Scribes, scribalism and script (pp. 10–22). Durham: Acumen.
Ellison, John L. (2014). The Ugaritic alphabetic script. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 56–71). Winona Lake, IN: Eisenbrauns.
Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
van Soldt, Wilfred H. (2010a). The adaptation of the cuneiform script to foreign languages. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 117–127). Leiden; Boston: Brill.
van Soldt, Wilfred H. (2010b). The interaction of syllabic and alphabetic cuneiform writing in Ugarit. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 345–355). Leiden; Boston: Brill.
van Soldt, Wilfred H. (2010a). The adaptation of the cuneiform script to foreign languages. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 117–127). Leiden; Boston: Brill.Cited by1
Koller, Aaron. (2018). The diffusion of the alphabet in the second millennium BCE: On the movements of scribal ideas from Egypt to the Levant, Mesopotamia, and Yemen. Journal of Ancient Egyptian Interconnections, 20, 1–14.
van Soldt, Wilfred H. (2010b). The interaction of syllabic and alphabetic cuneiform writing in Ugarit. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 345–355). Leiden; Boston: Brill.
Van Waes, L., & Leijten, M. (2015). Fluency in writing: A multidimensional perspective on writing fluency applied to L1 and L2. Computers and Composition, 38, 79–95. https://doi.org/10.1016/j.compcom.2015.09.012Cited by5
Breuer, Esther Odilia. (2019). Fluency in L1 and FL writing: An analysis of planning, essay writing and final revision. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 190–211). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_010
Leijten, Mariëlle, Van Horenbeeck, Eric, & Van Waes, Luuk Van. (2019). Analysing keystroke logging data from a linguistic perspective. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 71–95). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_005
Lindgren, Eva, Knospe, Yvonne, & Sullivan, Kirk P. H. (2019). Researching writing with observational logging tools from 2006 to the present. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 1–29). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_002
Lindgren, Eva, Westum, Asbjørg, Outakoski, Hanna, & Sullivan, Kirk P. H. (2019). Revising at the leading edge: Shaping ideas or clearing up noise. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 346–365). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_017
Tiryakioglu, Gulay, Peters, Elke, & Verschaffel, Lieven. (2019). The effect of L2 proficiency level on composing processes of EFL learners: Data from keystroke loggings, think alouds and questionnaires. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 212–235). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_011
Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-xCited by3
Alamargot, Denis, Plane, Sylvie, Lambert, Eric, & Chesnet, David. (2010). Using eye and pen movements to trace the development of writing expertise: Case studies of a 7th, 9th and 12th grader, graduate student, and professional writer [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 853–888. https://doi.org/10.1007/s11145-009-9191-9
Johansson, Roger, Wengelin, Åsa, Johansson, Victoria, & Holmqvist, Kenneth. (2010). Looking at the keyboard or the monitor: Relationship with text production processes. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 835–851. https://doi.org/10.1007/s11145-009-9189-3
Nottbusch, Guido. (2010). Grammatical planning, execution, and control in written sentence production [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 777–801. https://doi.org/10.1007/s11145-009-9188-4
Van Waes, L., & Schellens, P. J. (2003). Writing profiles: The effect of the writing mode on pausing and revision patterns of experienced writers. Journal of Pragmatics, 35(6), 829–853. https://doi.org/10.1016/S0378‑2166(02)00121‑2Cited by6
Beaufort, Anne, & Iñesta, Anna. (2014). Author profiles: Awareness, competence, and skills. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 141–158). Berlin; Boston: De Gruyter Mouton.
Bécotte-Boutin, Hélène-Sarah, Caporossi, Gilles, Hertz, Alain, & Leblay, Christophe. (2019). Writing and rewriting: The coloured numerical visualization of keystroke logging. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 96–124). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_006
Leblay, Christophe, & Caporossi, Gilles. (2015). A graph theory approach to online writing data visualization. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 171–181). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.09leb
Leijten,Mariëlle, Van Waes, Luuk, & Van Horenbeeck, Eric. (2015). Analyzing writing process data: A linguistic perspective. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 277–302). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.14lei
Lindgren, Eva, Leijten, Mariëlle, & Van Waes, Luuk. (2011). Adapting to the reader during writing. Written Language & Literacy, 14(2), 188–223. https://doi.org/10.1075/wll.14.2.02lin
Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
Vance, T. J. (1987). An introduction to Japanese phonology (SUNY Series in Linguistics). Albany, NY: State University of New York Press.Cited by5
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Honda, Keisuke. (2007). Kana digraphs and morae: A structural analysis. Written Language & Literacy, 10(1), 65–82.
Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
Igarashi, Yuko. (2007). The changing role of katakana in the Japanese writing system: Processing and pedagogical dimensions for native speakers and foreign learners. Doctoral dissertation. University of Victoria, British Columbia, Canada. [2008, Saarbrücken: VDM Verlag Dr. Müller.]
Tamaoka, Katsuo, & Taft, Marcus. (2010). The sensitivity of native Japanese speakers to On and Kun kanji readings. Reading and Writing, 23(8), 957–968. https://doi.org/10.1007/s11145-009-9184-8
Vance, Timothy J. (2002). The exception that proves the rule: Ideography and Japanese kun'yomi. In Mary S. Erbaugh (Ed.), Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6) (pp. 177–193). Columbus, OH: National East Asian Language Resource Center, Ohio State University.Cited by4
Honda, Keisuke. (2009). Homographic kanji, their ambiguity and the effectiveness of okurigana as a device for disambiguation [Special issue: Writing systems and linguistic structure, edited by Sang-Oak Lee]. Written Language & Literacy, 12(2), 213–236. https://doi.org/10.1075/wll.12.2.06hon
Honda, Keisuke. (2019). What do kanji graphs represent in the current Japanese writing system? Towards a unified model of kanji as written signs. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 185–208). Brest: Fluxus Editions. http://www.fluxus-editions.fr/gla1-hond.pdf
Honda, Keisuke. (2021). A modular theoretic approach to the Japanese writing system: Possibilities and challenges. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 621–643). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-hond
Joyce, Terry. (2011). The significance of the morphographic principle for the classification of writing systems [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 58–81. https://doi.org/10.1075/wll.14.1.04joy [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 61–84). Amsterdam: John Benjamins]
Vandenabeele, F., & Olivier, J.-P. (1979), Les idéogrammes archéologiques du linéaire B (École française d’Athènes: Études crétoises 24). Paris: Paul Geuthner.Cited by5
Alberti, Maria Emanuela. (2017). A measured world? Measures in Minoan daily life. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 3–39). Firenze: Firenze University Press.
Judson, Anna P. (2020). Scribes as editors: Tracking changes in the Linear B documents. American Journal of Archaeology, 124(4), 523–549. https://doi.org/:10.3764/aja.124.4.0523
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Judson, Anna P., Bennet, John, Davis, Jack L., & Stocker, Sharon R. (2019). Two new Linear B tablets and an enigmatic find from Bronze Age Pylos (Palace of Nestor). Kadmos, 58(1/2), 111–123. https://doi.org/10.1515/kadmos-2019-0006
Olivier, J.-P. (1986). Cretan writing in the second millennium B.C. World Archaeology, 17(3), 377–389.
Vander Hart, Nanho, Fitzpatrick, Paula, & Cortesa, Cathryn. (2010). In-depth analysis of handwriting curriculum and instruction in four kindergarten classrooms. Reading and Writing, 23(6), 673–699. https://doi.org/10.1007/s11145-009-9178-6
Vanderberg, Robert, & Swanson, H. Lee. (2007). Which components of working memory are important in the writing process? Reading and Writing, 20(7), 721–752. https://doi.org/10.1007/s11145-006-9046-6
Vanderhooft, David S. (2014). Iron Age Moabite, Hebrew, and Edomite monumental scripts. In Jo Ann Hackett & Walter E. Aufrecht (Eds.), “An eye for form”: Epigraphic essays in honor of Frank Moore Cross (pp. 107–126). Winona Lake, IN: Eisenbrauns.
Vandervelden, M. C., & Siegel, L. S. (1995). Phonological recoding and phoneme awareness in early literacy: A developmental approach. Reading Research Quarterly, 30, 854–875.Cited by3
Danielsson, Kristina. (2001). Beginning readers' sensitivity to different linguistic levels: An error and correction analysis at the lexical, syntactic, and semantic levels. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 395–421.
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
Vanstiphout, H. (1995). Memory and literacy in ancient Western Asia. J. Sasson, et al. (Eds.), Civilizations of the ancient Near East (pp. 2181–2196). New York: Scribner.Cited by5
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Karagianni, Angeliki. (2015). Linear B administration: The communicative aspects of written media and the organisation of the Mycenaean bureaucracy. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 25–60). Berlin; Boston: Walter de Gruyter.
Madreiter, Irene. (2018). Der Raum alltäglicher weiblicher Literalität im Achaimeniden-Reich. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 99–111). Berlin, Boston: Walter de Gruyter.
Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
Tonietti, Maria Vittoria. (2015). The Assyrian model: Les syllabaires d'Ebla (2350 av. J.-C.) et les abjads du IIe millénaire av. J.-C. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 49–72). Newcastle upon Tyne: Cambridge Scholars Publishing.
Varnhagen, C. (1995). Children's spelling strategies. In V. Berninger (Ed.), The varieties of orthographic knowledge, Vol. 2: Relationships to phonology, reading and writing (pp. 251–290). Dordrecht: Kluwer Academic Press.Cited by3
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
Wade-Woolley, Lesly, & Siegel, Linda S. (1997). The spelling performance of ESL and native speakers of English as a function of reading skill [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 387–406.
Varnhagen, C. K., Boechler, P. M., & Steffler, D. J. (1999). Phonological and orthographic influences on children's vowel spelling. Scientific Studies of Reading, 3, 363–379.Cited by8
Backhaus, Peter. (2007a). Alphabet ante portas: How English text invades Japanese public space. Visible Language, 41(1), 70–87.
Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
Ravid, Dorit, & Haimowitz, Sarit. (2006). The vowel path: Learning about vowel representation in written Hebrew [Special issue: Script adjustment and phonological awareness, edited by Martin Neef & Guido Nottbusch]. Written Language & Literacy, 9(1), 67–93.
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
Varnhagen, Connie K., McCallum, Michelle, & Burstow, Meridith. (1997). Is children's spelling naturally stage-like? [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 451–481. https://doi.org/10.1023/A:1007903330463Cited by9
Bosse, Marie-Line, Valdois, Sylviane, & Tainturier, Marie-Josèphe. (2003). Analogy without priming in early spelling development. Reading and Writing: An Interdisciplinary Journal, 16(7), 693–716.
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
Mansion, Andre D., Connor, Carol McDonald, & Duncan, Greg J. (2016). Policy and community influences on learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 149–165). London; New York: Routledge.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Treiman, Rebecca, & Kessler, Brett. (2013a). Learning to use an alphabetic writing system [Special issue: Learning to read and write: Connections between written and spoken language]. Language Learning and Development, 9(4), 317–330. https://doi.org/10.1080/15475441.2013.812016
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Walker, Joanne, & Hauerwas, Laura Boynton. (2006). Development of phonological, morphological, and orthographic knowledge in young spellers: The case of inflected verbs. Reading and Writing, 19(8), 819–843. https://doi.org/10.1007/s11145-006-9006-1
Weiss, Silvana, Grabner, Roland H., Kargl, Reinhard, Purgstaller, Christian, & Fink, Andreas. (2010). Behavioral and neurophysiological effects of morphological awareness training on spelling and reading. Reading and Writing, 23(6), 645–671. https://doi.org/10.1007/s11145-009-9177-7
Varnhagen, Connie K., McFall, G. Peggy, Pugh, Nicole, Routledge, Lisa, Sumida-MacDonald, Heather, & Kwong, Trudy E. (2010). lol: New language and spelling in instant messaging. Reading and Writing, 23(6), 719–733. https://doi.org/10.1007/s11145-009-9181-yCited by8
Grace, Abbie, & Kemp, Nenagh. (2015). Text messaging language: A comparison of undergraduates' naturalistic textism use in four consecutive cohorts. Writing Systems Research, 7(2), 220–234. https://doi.org/10.1080/17586801.2014.898575
Grace, Abbie, Kemp, Nenagh, Martin, Frances Heritage, & Parrila, Rauno. (2012). Undergraduates' use of text messaging language: Effects of country and collection method [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 167–184. https://doi.org/10.1080/17586801.2012.712875
Kemp, Nenagh. (2010). Texting versus txtng: Reading and writing text messages, and links with other linguistic skills. Writing Systems Research, 2(1), 53–71. https://doi.org/10.1093/wsr/wsq002
Kemp, Nenagh, & Grace, Abbie. (2017). Txting across time: Undergraduates' use of ‘textese’ in seven consecutive first-year psychology cohorts. Writing Systems Research, 9(1), 82–98. https://doi.org/10.1080/17586801.2017.1285220
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Verheijen, Lieke. (2018). Orthographic principles in computer-mediated communication: The SUPER-functions of textisms and their interaction with age and medium [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 111–145. https://doi.org/10.1075/wll.00012.ver
Wood, Clare, Kemp, Nenagh, & Plester, Beverley. (2013). Text messaging and literacy - The evidence (Routledge Psychology in Education). London; New York: Routledge.
Zelenkauskaite, Asta. (2017). Abbreviate and insert? Message length, addressee and non-standard writing in Italian mobile texting and Facebook. Writing Systems Research, 9(2), 123–136. https://doi.org/10.1080/17586801.2017.1389797
Vasanta, Duggirala. (2004). Processing phonological information in a semi-syllabic script: Developmental data from Telugu [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 59–78. https://doi.org/10.1023/B:READ.0000013830.55257.3aCited by13
Bhide, Adeetee, & Perfetti, Charles. (2019). Challenges in learning akshara orthographies for second language learners. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 311–326). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_16
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Nag, Sonali. (2014a). Akshara-phonology mappings: The common yet uncommon case of the consonant cluster [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 105–119. https://doi.org/10.1080/17586801.2013.855621
Nag, Sonali. (2017b). Learning to read Kannada and other languages of South Asia. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 104-126). Cambridge: Cambridge University Press.
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pandey, Pramod. (2014). Akshara-to-sound rules for Hindi [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 54–72. https://doi.org/10.1080/17586801.2013.855622
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Singh, Nandini Chatterjee, & Sumathi, T. A. (2019). The role of phonological processing and oral language in the acquisition of reading skills in Devanagari. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 261–276). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_14
Vasanta, Duggirala. (2019). Akshara processing in Telugu depends on syllabic and phonemic sensitivity: Preliminary evidence from normal hearing and hearing-impaired children. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 119–138). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_7
Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]
Wijayathilake. M. A. D. K., & Parrila. R. (2014). Predictors of word reading skills in good and struggling readers in Sinhala [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 120–131. https://doi.org/10.1080/17586801.2013.846844
Wijayathilake, Marasinghe A. D. K., & Parrila, Rauno. (2019). Reading and writing Sinhala. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 195–216). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_11
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Vasanta, Duggirala. (2019). Akshara processing in Telugu depends on syllabic and phonemic sensitivity: Preliminary evidence from normal hearing and hearing-impaired children. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 119–138). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_7
Vats, M. S. (1940). Excavations at Harappa (2 volumes). Delhi: Government of India.Cited by4
Fairservis, Walter A. (1992). The Harappan civilization and its writing: A model for the decipherment of the Indus script. Leiden; New York; København; Köln: E. J. Brill.
Farmer, Steve, Sproat, Richard, & Witzel, Michael. (2004). The collapse of the Indus-script thesis: The myth of a literate Harappan civilization. Electronic Journal of Vedic Studies, 11(2), 19–57. http://dx.doi.org/10.11588/ejvs.2004.2.620
Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
Parpola, Asko. (1986). The Indus script: A challenging puzzle. World Archaeology, 17(3), 399–419.
Vaughn, Sharon, & Hall, Colby. (2017). Theoretically guided interventions for adolescents who are poor readers. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 489–506). Amsterdam; Philadelphia: John Benjamins.
Vaughn, S., Linan-Thompson, S., & Hickman, P. (2003). Response to instruction as a means of identifying students with reading/learning disabilities. Exceptional Children, 69(4), 391–409.Cited by6
Foorman, Barbara R., York, Mary, Santi, Kristi L., & Francis, David. (2008). Contextual effects on predicting risk for reading difficulties in first and second grade [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 371–394. https://doi.org/10.1007/s11145-007-9079-5
Fuchs, Douglas, Compton, Donald L., Fuchs, Lynn S., Bryant, Joan, & Davis, G. Nicole. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 413–436. https://doi.org/10.1007/s11145-007-9083-9
Gonzalez, Jorge E., Goetz, Ernest T., Hall, Robert J., Payne, Tara, Taylor, Aaron B., Kim, Minjung, & McCormick, Anita S. (2011). An evaluation of Early Reading First (ERF) preschool enrichment on language and literacy skills. Reading and Writing, 24(3), 253–284. https://doi.org/10.1007/s11145-009-9212-8
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vaughn, Sharon, Wanzek, Jeanne, Wexler, Jade, Barth, Amy, Cirino, Paul T., Fletcher, Jack, Romain, Melissa, Denton, Carolyn A., Roberts, Greg, & Francis, David. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23(8), 931–956. https://doi.org/10.1007/s11145-009-9183-9
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Vaughn, Sharon, Wanzek, Jeanne, Wexler, Jade, Barth, Amy, Cirino, Paul T., Fletcher, Jack, Romain, Melissa, Denton, Carolyn A., Roberts, Greg, & Francis, David. (2010). The relative effects of group size on reading progress of older students with reading difficulties. Reading and Writing, 23(8), 931–956. https://doi.org/10.1007/s11145-009-9183-9Cited by1
Vaughn, Sharon, & Hall, Colby. (2017). Theoretically guided interventions for adolescents who are poor readers. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 489–506). Amsterdam; Philadelphia: John Benjamins.
Vauzelle, Loïc. (2019). Clothes with metaphorical names and the representation of metaphors in the costumes of the Aztec gods. In Katarzyna Mikulska & Jerome A. Offner (Eds.), Indigenous graphic communication systems: A theoretical approach (pp. 154–179). Louisville, University Press of Colorado. https://doi.org/10.5876/9781607329350.c005
Velan, H., & Frost, R. (2007). Cambridge University versus Hebrew University: The impact of letter transposition on reading English and Hebrew. Psychonomic Bulletin & Review, 14, 913–918. https://doi.org/10.3758/BF03194121Cited by7
Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Norris, Dennis. (2013). Models of visual word recognition. Trends in Cognitive Sciences, 17(10), 517–524. https://doi.org/10.1016/j.tics.2013.08.003
Perea, Manuel. (2015). Neighborhoods effects in visual word recognition and reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 76–87). New York: Oxford University Press.
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Velan, H., & Frost, R. (2011). Words with and without internal structure: What determines the nature of orthographic and morphological processing? Cognition, 118, 141–156.Cited by6
Frost, Ram. (2015). Cross-linguistic perspectives on letter-order processing: Empirical findings and theoretical considerations. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 88–98). New York: Oxford University Press.
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Kinoshita, Sachiko. (2015). Visual word recognition in the Bayesian reader framework. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 63–75). New York: Oxford University Press.
Ravid, Dorit Diskin. (2012). Spelling morphology: The psycholinguistics of Hebrew spelling (Literacy Studies 3). New York: Springer.
Saiegh-Haddad, Elinor. (2013). A tale of one letter: Morphological processing in early Arabic spelling. [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 169–188. https://doi.org/10.1080/17586801.2013.857586
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Veldhuis, Dorina, & Kurvers, Jeanne. (2012). Offline segmentation and online language processing units: The influence of literacy [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 165–184. https://doi.org/10.1075/wll.15.2.03velCited by2
Olson, David R., & Oatley, Keith. (2014). The quotation theory of writing. Written Communication, 31(1), 4–26. https://doi.org/10.1177/0741088313515164
Teberosky, Ana, Sepúlveda, Angélica, & Costa e Sousa, Otília. (2020). Orality, reading and writing in early literacy. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 85–105). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_6
Veldhuis, N. (2014). History of the cuneiform lexical tradition (Guides to the Mesopotamian Textual Record 6). Münster: Ugarit-Verlag.Cited by5
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
Paoletti, Paola. (2016). Die Paäographie der lexikalischen Texte aus Ebla: Einige erste Betrachtungen. In Thomas E. Balke & Christina Tsouparopoulou (Eds.), Materiality of writing in early Mesopotamia (Materiale Textkulturen 13) (pp. 183–221). Berlin; Boston: Walter de Gruyter.
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Veldhuis, N. (2011). Levels of literacy. In K. Radner & E. Robson (Eds.), The Oxford handbook of cuneiform culture (pp. 68–89). Oxford: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780199557301.013.0004Cited by12
Boyes, Philip J. (2021). Script and society: The social context of writing practices in Late Bronze Age Ugarit (Contexts of and Relations between Early Writing Systems (CREWS) 3). Oxbow; Philadephia: Oxbow Books.
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Madreiter, Irene. (2018). Der Raum alltäglicher weiblicher Literalität im Achaimeniden-Reich. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 99–111). Berlin, Boston: Walter de Gruyter.
Matthews, Roger. (2013). Writing (and reading) as material practice: The world of cuneiform culture as an arena for investigation. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 65–74). London: Ubiquity Press. http://dx.doi.org/10.5334/bai.d
Middeke-Conlin, Robert. (2020). The making of a scribe: Errors, mistakes and rounding numbers in the Old Babylonian kingdom of Larsa (Why the Sciences of the Ancient World Matter 4). Cham: Springer. https://doi.org/10.1007/978-3-030-35951-5
Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
Piquette, Kathryn E. (2018b). Signs and symbols. In Andrew Gardner, Mark Lake, & Ulrike Sommer (Eds.), The Oxford handbook of archaeological theory. Oxford: Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199567942.013.020
Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
Steele, Philippa M. (2019). Writing and society in ancient Cyprus (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316729977
van den Hout, Theo. (2020). A history of Hittite literacy: Writing and reading in Late Bronze-Age Anatolia (1650–1200 BC). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108860161
Woolf, Greg (2015). Ancient illiteracy? Ancient literacies: Bulletin of the Institute of Classical Studies, 58(2), 31–42. https://doi.org/10.1111/j.2041-5370.2015.12010.x
Veldhuis, Niek. (2012). Cuneiform: Changes and developments. In Stephen D. Houston (Ed.), The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series) (pp. 3–23). Santa Fe, NM: School for Advanced Research Press.Cited by2
Boyes, Philip J., Steele, Philippa M., & Elvira Astoreca, Natalia (Eds). (2021). The social and cultural contexts of historic writing practices. Oxford; Philadelphia: Oxbow Books.
Overmann, Karenleigh A. (2016). Beyond writing: The development of literacy in the ancient Near East. Cambridge Archaeological Journal, 26(2), 285–303. https://doi.org/10.1017/S0959774316000019
Vellutino, F. R. (1977). Alternative conceptualizations of dyslexia: Evidence in support of a verbal-deficit hypothesis. Harvard Educational Review, 47, 334–354.Cited by6
Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Katz, Leonard, & Feldman, Laurie B. (1981). Linguistic coding in word recognition: Comparisons between a deep and a shallow orthography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 85–106). Hillsdale, NJ: Lawrence Erlbaum Associates.
Lesgold, Alan M., & Curtis, Mary E. (1981). Learning to read words efficiently. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 329–360). Hillsdale, NJ: Lawrence Erlbaum Associates.
So, Dominica, & Siegel, Linda S. (1997). Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 1–21. https://doi.org/10.1023/A:1007963513853
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Vellutino, F. R. (1978). Toward an understanding of dyslexia: Psychological factors in special reading disability. In A. L. Benton & D. Pearl (Eds.), Dyslexia: An appraisal of current knowledge (pp. 61–112). New York: Oxford University Press.Cited by4
Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
Hung, Daisy L., Tzeng, Ovid J. L., Lee, Wei Ling, & Chang, Ji Mei. (1994). Orthography, reading disability, and cerebral organization. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 11–35). Dordrecht, The Netherlands: Kluwer Academic Publishers.
So, Dominica, & Siegel, Linda S. (1997). Learning to read Chinese: Semantic, syntactic, phonological and working memory skills in normally achieving and poor Chinese readers. Reading and Writing: An Interdisciplinary Journal, 9(1), 1–21. https://doi.org/10.1023/A:1007963513853
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Vellutino, F. R. (1979). Dyslexia: Theory and research. Cambridge, MA: MIT Press.Cited by31
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Abu Ahmad, Hanadi, Ibrahim, Raphiq, & Share, David L. (2014). Cognitive predictors of early reading ability in Arabic: A longitudinal study from kindergarten to grade 2. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 171–194). Dordrecht: Springer.
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Ahmed, Yusra, Wagner, Richard K., & Kantor, Patricia Thatcher. (2012). How visual word recognition is affected by developmental dyslexia. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 196–215). London: Psychology Press.
Cossu, Giuseppe. (1999b). Biological constraints on literacy acquisition. Reading and Writing: An Interdisciplinary Journal, 11(3), 213–237.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Frith, Uta. (1985). Beneath the surface of developmental dyslexia. In K. E. Patterson, J. C. Marshall, & M. Coltheart (Eds.), Surface dyslexia: Neuropsychological and cognitive studies of phonological reading (pp. 301–330). Hove; Hillsdale, NJ: Lawrence Erlbaum Associates.
Goswami, Usha. (2009). The basic processes in reading: Insights from neuroscience. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 134–151). Cambridge: Cambridge University Press.
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Hagtvet, Bente E., Helland, Turid, & Lyster, Solveig-Alma H. (2006). Literacy acquisition in Norwegian. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 15–29). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
Holmes, Virginia M., & Malone, N. (2004). Adult spelling strategies. Reading and Writing: An Interdisciplinary Journal, 17(6), 537–566.
Kim, Jeesun, & Davis, Chris. (2004). Characteristics of poor readers of Korean hangul: Auditory, visual and phonological processing [Special issue: Reading and writing in semi-syllabic scripts, edited by Jyotsna Vaid & Prakash Padakannaya]. Reading and Writing: An Interdisciplinary Journal, 17(1/2), 153–185. https://doi.org/10.1023/B:READ.0000013804.76677.a9
McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
Perfetti, Charles, & Harris, Lindsay. (2019). Developmental dyslexia in English. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 25–49). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.002
Piasta, Shayne B., & Wagner, Richard K. (2008). Dyslexia: Identification and classification. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 309–326). New York; London. Lawrence Erlbaum Associates.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Schlagal, Robert C. (1992). Patterns of orthographic development into the intermediate grades. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 31–52). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Wagner, Richard K., Piasta, Shayne B., & Torgesen, Joseph K. (2006). Learning to read. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 1111–1142). Amsterdam: Academic Press.
Wagner, Richard K., & Torgesen, Joseph K. (1987). The nature of phonological processing and its causal role in the acquisition of reading skills. Psychological Bulletin, 101(2), 192–212. https://doi.org/10.1037/0033-2909.101.2.192
Watt, William C. (1988a). Canons of alphabetic change. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 122–152). Berlin; Heidelberg: Springer.
Vellutino, F. R. (1987). Dyslexia. Scientific American, 256(3), 34–41.Cited by4
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Eberle, Gerhard. (1996). Schriftspracherwerbsstörungen und Lernbehinderung [Disorders in written language acquisition and learning disabilities]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1351–1367). Berlin; New York: De Gruyter.
Scheerer-Neumann, Gerheid. (1996b). Störungen des Erwerbs der Schriftlichkeit bei alphabetischen Schriftsystemen [Disorders in written language acquisition]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1329–1351). Berlin; New York: De Gruyter.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Vellutino, F. R. (1991). Introduction to three studies on reading acquisition: Convergent findings on theoretical foundations of code-oriented versus whole-language approaches to reading instruction. Journal of Educational Psychology, 83(4), 437–443.Cited by6
Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
Carver, Ronald P. (1998). Predicting reading level in grades 1 to 6 from listening level and decoding level: Testing theory relevant to the simple view of reading. Reading and Writing: An Interdisciplinary Journal, 10(2), 121–154.
Connelly, Vincent, Johnston, Rhona, & Thompson, G. Brian. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 423–457.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
Vellutino, Frank. (1992). Afterword. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 353–357). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Vellutino, Frank. (1992). Afterword. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 353–357). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Vellutino, Frank R., & Fletcher, Jack M. (2005). Developmental dyslexia. In Margaret J. Snowling & Charles Hulme (Eds.), The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology) (pp. 362–378). Oxford: Blackwell Publishing. http://dx.doi.org/10.1002/9780470757642.ch19Cited by6
Dahlin, Karin I. E. (2011). Effects of working memory training on reading in children with special needs [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 479–491. https://doi.org/10.1007/s11145-010-9238-y
Deacon, S. Hélène, Tong, Xiuli, & Mimeau, Catherine. (2019). Morphological and semantic processing in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.015
Holmes, V. M. (2012). Adult word recognition and visual sequential memory. Reading and Writing, 25(1), 23–44. https://doi.org/10.1007/s11145-010-9245-z
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Samuelsson, Stefan, Olson, Richard, Wadsworth, Sally, Corley, Robin, DeFries, John C., Willcutt, Erik, Hulslander, Jacqueline, & Byrne, Brian. (2007). Genetic and environmental influences on prereading skills and early reading and spelling development in the United States, Australia, and Scandinavia [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 51–75. https://doi.org/10.1007/s11145-006-9018-x
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vellutino, F. R., Fletcher, J. M., Snowling, M. J., & Scanlon, D. M. (2004). Specific reading disability (dyslexia): What have we learned in the past four decades? Journal of Child Psychology and Psychiatry, 45(1), 2–40. https://doi.org/10.1046/j.0021-9630.2003.00305.xCited by36
Barr, Cathy L., & Couto, Jillian M. (2008). Molecular genetics of reading. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 255–281). New York; London. Lawrence Erlbaum Associates.
Bekebrede, Judith, van der Leij, Aryan, & Share, David L. (2009). Dutch dyslexic adolescents: Phonological-core variable-orthographic differences. Reading and Writing, 22(2), 133–165. https://doi.org/10.1007/s11145-007-9105-7
Cao, Fan. (2018). Brain mechanisms of Chinese word reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 137–162). Amsterdam: John Benjamins.
Dahlin, Karin I. E. (2011). Effects of working memory training on reading in children with special needs [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 479–491. https://doi.org/10.1007/s11145-010-9238-y
Davies, Robert A. I., & Cuetos, Fernando. (2010). Reading acquisition and dyslexia in Spanish. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 155–180). Hove; New York. Psychology Press.
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Duff, Fiona J., Hayiou-Thomas, Marianna E., & Hulme, Charles. (2012). Evaluating the effectiveness of a phonologically based reading intervention for struggling readers with varying language profiles. Reading and Writing, 25(3), 621–640. https://doi.org/10.1007/s11145-010-9291-6
Evans, Mary Ann, Bell, Michelle, Shaw, Deborah, Moretti, Shelley, & Page, Jodi. (2006). Letter names, letter sounds and phonological awareness: An examination of kindergarten children across letters and of letters across children. Reading and Writing, 19(9), 959–989. https://doi.org/10.1007/s11145-006-9026-x
Facoetti, Andrea, Franceschini, Sandro, & Gori, Simone. (2019). Role of visual attention in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 307–326). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.014
Fern-Pollak, Liory, & Masterson, Jackie. (2016). Dyslexia and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 223–233). Oxon: Routledge.
Groth, Katarina, Lachmann, Thomas, Riecker, Axel, Muthmann, Irene, & Steinbrink, Claudia. (2011). Developmental dyslexics show deficits in the processing of temporal auditory information in German vowel length discrimination. Reading and Writing, 24(3), 285–303. https://doi.org/10.1007/s11145-009-9213-7
Harlaar, Nicole, Dale, Philip S., & Plomin, Robert. (2005). Telephone testing and teacher assessment of reading skills in 7-year-olds: II. Strong genetic overlap. Reading and Writing, 18(5), 401–423. https://doi.org/10.1007/s11145-005-0271-1
Hintikka, Sini, Aro, Mikko, & Lyytinen, Heikki. (2005). Computerized training of the correspondences between phonological and orthographic units [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 155–178.
Hirvonen, Riikka, Georgiou, George K., Lerkkanen, Marja-Kristiina, Aunola, Kaisa, & Nurmi, Jari-Erik. (2010). Task-focused behaviour and literacy development: A reciprocal relationship. Journal of Research in Reading, 33(3), 302–319. https://doi.org/10.1111/j.1467-9817.2009.01415.x
Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
Katzir, Tami, Christodoulou, Joanna A., & Chang, Bernard. (2016). The neurobiological basis of reading fluency. In Asaid Khateb, & Irit Bar-Kochva (Eds.), Reading fluency: Current insights from neurocognitive research and intervention studies (Literacy Studies 12) (pp. 11–23). Springer. https://doi.org/10.1007/978-3-319-30478-6_2
Khateb, Asaid, Taha, Haitham Y., Elias, Inas, & Ibrahim, Raphiq. (2013). The effect of the internal orthographic connectivity of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 214–233. https://doi.org/10.1080/17586801.2013.834244
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Nag, Sonali, & Snowling, Margaret J. (2011a). Cognitive profiles of poor readers of Kannada [Special issue: Beyond alphabetic processes: Literacy and its acquisition in the alphasyllabic languages, edited by Sonali Nag-Arulmani, Markéta Caravolas & Margaret J. Snowling]. Reading and Writing, 24(6), 657–676. https://doi.org/10.1007/s11145-010-9258-7
Nergård-Nilssen, T. (2006). Word-decoding deficits in Norwegian: The impact of psycholinguistic marker effects. Reading and Writing, 19(3), 265–290. https://doi.org/10.1007/s11145-005-5468-9
Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
Raman, Ilhan, Raman, Evren, İkier, Simay, Kilecioğlu, Elçin, Eroğlu, Dilek Uzun, & Zeyveli, Şebnem. (2018). Differential effects of age of acquisition and frequency on memory: Evidence from free recall of pictures and words in Turkish. Writing Systems Research, 10(1), 1–14. https://doi.org/10.1080/17586801.2017.1420727
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rispens, Judith E., McBride-Chang, Catherine, & Reitsma, Pieter. (2008). Morphological awareness and early and advanced word recognition and spelling in Dutch. Reading and Writing, 21(6), 587–607. https://doi.org/10.1007/s11145-007-9077-7
Sénéchal, Monique, Ouellette, Gene, Pagan, Stephanie, & Lever, Rosemary. (2012). The role of invented spelling on learning to read in low-phoneme awareness kindergartners: A randomized-control-trial study. Reading and Writing, 25(4), 917–934. https://doi.org/10.1007/s11145-011-9310-2
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
Share, David L., & Shalev, Carmit. (2004). Self-teaching in normal and disabled readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 769–800.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Vellutino, F. R., & Scanlon, D. M. (1982). Verbal processing in poor and normal readers. In C. J. Brainerd & M. Pressley (Eds.), Verbal processes in children: Progress in cognitive development research (pp. 189–264). New York: Springer Verlag.Cited by3
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Mody, Maria. (2003). Phonological basis in reading disability: A review and analysis of the evidence [Special issue: edited by São Luís Castro & Luz Cary]. Reading and Writing: An Interdisciplinary Journal, 16(1/2), 21–39.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Vellutino, F. R., & Scanlon, D. M. (1987). Phonological coding, phonological awareness, and reading ability: Evidence from a longitudinal and experimental study. Merrill-Palmer Quarterly, 33(3), 321–363.Cited by42
Abouzeid, Mary P. (1992). Stages of word knowledge in reading disabled children. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 279–306). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Allyn, Frances A., & Burt, Jennifer S. (1998). Pinch my wig or winch my pig: Spelling, spoonerisms and other language skills. Reading and Writing: An Interdisciplinary Journal, 10(1), 51–74.
Bentin, Shlomo. (1992). Phonological awareness, reading, and reading acquisition: A survey and appraisal of current knowledge. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology and meaning (Advances in Psychology 94) (pp. 193–210). Amsterdam; London; New York; Tokyo: North-Holland.
Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
Duncan, Lynne G., & Johnson, Rhona S. (1999). How does phonological awareness relate to nonword reading skill amongst poor readers? Reading and Writing: An Interdisciplinary Journal, 11(5/6), 405–439.
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Elbeheri, Gad, & Everatt, John. (2007). Literacy ability and phonological processing skills amongst dyslexic and non-dyslexic speakers of Arabic. Reading and Writing, 20(3), 273–294. https://doi.org/10.1007/s11145-006-9031-0
Foulin, Jean Noel. (2005). Why is letter-name knowledge such a good predictor of learning to read? Reading and Writing, 18(2), 129–155. https://doi.org/10.1007/s11145-004-5892-2
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Ho, Connie Suk-Han, Law, Teresa Pui-Sze, & Ng, Penny Man. (2000). The phonological deficit hypothesis in Chinese developmental dyslexia. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 57–79. https://doi.org/10.1023/A:1008040922662
Johnston, Rhona S., & Watson, Joyce E. (2004). Accelerating the development of reading, spelling and phonemic awareness skills in initial readers. Reading and Writing: An Interdisciplinary Journal, 17(4), 327–357.
Johnston, Rhona S., & Watson, Joyce E. (2006). The effectiveness of synthetic phonics teaching in developing reading and spelling skills in English-speaking boys and girls. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 679–691). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Kandhadai, Padmapriya, & Sproat, Richard. (2010). Impact of spatial ordering of graphemes in alphasyllabic scripts on phonemic awareness in Indic languages. Writing Systems Research, 2(2), 105–116. https://doi.org/10.1093/wsr/wsq009
Kerstholt, Mariëtte, van Bon, Wim H. J., & Schreuder, Rob. (1997). Using visual support in preschool phonemic segmentation training. Reading and Writing: An Interdisciplinary Journal, 9(4), 265–283.
Khateb, Asaid, Taha, Haitham Y., Elias, Inas, & Ibrahim, Raphiq. (2013). The effect of the internal orthographic connectivity of written Arabic words on the process of the visual recognition: A comparison between skilled and dyslexic readers [Special issue: Processing Semitic scripts: Reading and writing in Arabic and Hebrew, edited by Zohar Eviatar & David L. Share]. Writing Systems Research, 5(2), 214–233. https://doi.org/10.1080/17586801.2013.834244
Kim, Young-Suk. (2009b). The foundation of literacy skills in Korean: The relationship between letter-name knowledge and phonological awareness and their relative contribution to literacy skills. Reading and Writing, 22(8), 907–931. https://doi.org/10.1007/s11145-008-9131-0
Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
McBride, Catherine. (2017). Early literacy across languages. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 55–74). Amsterdam; Philadelphia: John Benjamins.
McClung, Nicola A., O'Donnell, Colleen R., & Cunningham, Anne E. (2012). Orthographic learning and the development of visual word recognition. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 173–195). London: Psychology Press.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Rahbari, Noriyeh, Sénéchal, Monique, & Arab-Moghaddam, Narges. (2007). The role of orthographic and phonological processing skills in the reading and spelling of monolingual Persian children. Reading and Writing, 20(5), 511–533. https://doi.org/10.1007/s11145-006-9042-x
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Reid, Agnieszka A. (2006). Developmental dyslexia: Evidence from Polish. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 249–274). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Saiegh-Haddad, Elinor. (2005). Correlates of reading fluency in Arabic: Diglossic and orthographic factors. Reading and Writing, 18(6), 559–582. https://doi.org/10.1007/s11145-005-3180-4
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Share, David L. (2004a). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88, 213–233. https://doi.org/10.1016/j.jecp.2004.03.005
Share, David L., & Shalev, Carmit. (2004). Self-teaching in normal and disabled readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 769–800.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Thompson, G. Brian, & Johnston, Rhona S. (2000). Are nonword and other phonological deficits indicative of a failed reading process? Reading and Writing: An Interdisciplinary Journal, 12(1/2), 63–97.
Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
Wesseling, Ralph, & Reitsma, Pieter. (2000). The transient role of explicit phonological recoding for reading acquisition. Reading and Writing: An Interdisciplinary Journal, 13(3/4), 313–336.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Wolf, Maryanne, O'Rourke, Alyssa Goldberg, Gidney, Calvin, Lovett, Maureen, Cirino, Paul, & Morris, Robin. (2002). The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 43–72. https://doi.org/10.1023/A:1013816320290
Vellutino, F. R., Scanlon, D. M., & Chen, R. S. (1995). The increasingly inextricable relationship between orthographic and phonological coding in learning to read: Some reservations about current methods of operationalizing orthographic coding. In V. W. Berninger (Ed.), The varieties of orthographic knowledge II: Relationships to phonology, reading, and writing (pp. 47–111). Dordrecht, The Netherlands: Kluwer Academic Publishers.Cited by5
Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
Hansen, Gunna Funder. (2014). Word recognition in Arabic: Approaching a language-specific reading model. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 55–76). Dordrecht: Springer.
Katzir, Tami, Kim, Youngsuk, Wolf, Maryanne, Kennedy, Becky, Lovett, Maureen, & Morris, Robin. (2006). The relationship of spelling recognition, RAN, and phonological awareness to reading skills in older poor readers and younger reading-matched controls. Reading and Writing, 19(8), 845–872. https://doi.org/10.1007/s11145-006-9013-2
Leinonen, Seija, Müller, Kurt, Leppänen, Paavo H. T., Aro, Mikko, Ahonen, Timo, & Lyytinen, Heikki. (2001). Heterogeneity in adult dyslexic readers: Relating processing skills to the speed and accuracy of oral text reading. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 265–296.
Vellutino, F., Scanlon, D., & Jaccard, J. (2003). Toward distinguishing between cognitive and experiential deficits as primary sources of difficulty in learning to read: A two-year follow-up of difficult to remediate and readily remediated poor readers. In B. R. Foorman (Ed.), Preventing and remediating reading difficulties: Bringing science to scale (pp. 73–120). Baltimore, MD: York Press.Cited by4
Joshi, R. Malatesha. (2010). Role of orthography in literacy acquisition and literacy problems among monolinguals and bilinguals. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 167–176). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_12
Saiegh-Haddad, Elinor, & Joshi, R. Malatesha. (2014). Introduction. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. ix-xiv). Dordrecht: Springer.
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Vellutino, F. R., Scanlon, D. M., & Lyon, G. R. (2000). Differentiating between difficult-toremediate and readily remediated poor readers: More evidence against the IQ achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223–238.Cited by7
Arnbak, Elisabeth. (2004). When are poor reading skills a threat to educational achievement? Reading and Writing: An Interdisciplinary Journal, 17(5), 459–482.
Olinghouse, Natalie G. (2008). Student- and instruction-level predictors of narrative writing in third-grade students [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 3–26. https://doi.org/10.1007/s11145-007-9062-1
Shany, Michal, & Biemiller, Andrew. (2010). Individual differences in reading comprehension gains from assisted reading practice: Pre existing conditions, vocabulary acquisition, and amounts of practice. Reading and Writing, 23(9), 1071–1083. https://doi.org/10.1007/s11145-009-9196-4
Share, David L., & Shalev, Carmit. (2004). Self-teaching in normal and disabled readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 769–800.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Vellutino, F. R., Scanlon, D. M., Sipay, E. R., Small, S. G., Pratt, A., Chen, R., & Denckla, M. B. (1996). Cognitive profiles of difficult-to-remediate and readily remediated poor readers: Early intervention as a vehicle for distinguishing between cognitive and experiential deficits as basic causes of specific reading disability. Journal of Educational Psychology, 88(4), 601–638. https://doi.org/10.1037/0022-0663.88.4.601Cited by24
Blachman, Benita A., Tangel, Darlene M., Ball, Eileen Wynne, Black, Rochella, & McGraw, Colleen K. (1999). Developing phonological awareness and word recognition skills: A two-year intervention with low-income, inner-city children. Reading and Writing: An Interdisciplinary Journal, 11(3), 239–273. https://doi.org/10.1023/A:1008050403932
Compton, Donald L. (2000). Modeling the growth of decoding skills in first-grade children. Scientific Studies of Reading, 4(3), 219–259.
Connor, Carol McDonald, & Morrison, Frederick J. (2017). Child characteristics by instruction interactions, literacy, and implications for theory and practice. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 507–524). Amsterdam; Philadelphia: John Benjamins.
Cutting, Laurie E., & Denckla, Martha Bridge. (2001). The relationship of rapid serial naming and word reading in normally developing readers: An exploratory model. Reading and Writing: An Interdisciplinary Journal, 14(7/8), 673–705.
Foorman, Barbara R., York, Mary, Santi, Kristi L., & Francis, David. (2008). Contextual effects on predicting risk for reading difficulties in first and second grade [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 371–394. https://doi.org/10.1007/s11145-007-9079-5
Fuchs, Douglas, Compton, Donald L., Fuchs, Lynn S., Bryant, Joan, & Davis, G. Nicole. (2008). Making “secondary intervention” work in a three-tier responsiveness-to-intervention model: findings from the first-grade longitudinal reading study of the National Research Center on Learning Disabilities [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 413–436. https://doi.org/10.1007/s11145-007-9083-9
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Mansion, Andre D., Connor, Carol McDonald, & Duncan, Greg J. (2016). Policy and community influences on learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 149–165). London; New York: Routledge.
Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
O'Connor, Rollanda E., & Padeliadu, Susana. (2000). Blending versus whole word approaches in first grade remedial reading: Short-term and delayed effects on reading and spelling words. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 159–182.
Parrila, Rauno K., & Protopapas, Athanassios. (2017). Dyslexia and word reading problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 333–358). Amsterdam; Philadelphia: John Benjamins.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Royer, James M., & Walles, Rena. (2008). Fluency training as an alternative intervention for reading-disabled and poor readers. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 327–353). New York; London. Lawrence Erlbaum Associates.
Samuelsson, Stefan, Gustavsson, Ann, Herkner, Birgitta, & Lundberg, Ingvar. (2000). Is the frequency of dyslexic problems among prison inmates higher than in a normal population? Reading and Writing: An Interdisciplinary Journal, 13(3/4), 297–312.
Savage, Robert. (2004). Motor skills, automaticity and developmental dyslexia: A review of the research literature. Reading and Writing: An Interdisciplinary Journal, 17(3), 301–324.
Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vadasy, Patricia F., & Sanders, Elizabeth A. (2008). Code-oriented instruction for kindergarten students at risk for reading difficulties: A replication and comparison of instructional groupings. Reading and Writing, 21(9), 929–963. https://doi.org/10.1007/s11145-008-9119-9
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Walton, Partrick D., Bowden, Michael E., Kurtz, Shelly L., & Angus, Mary. (2001). Evaluation of a rime-based reading program with Shuswap and Heiltsuk First Nations prereaders. Reading and Writing: An Interdisciplinary Journal, 14(3/4), 229–264.
Wanzek, Jeanne, Wexler, Jade, Vaughn, Sharon, & Ciullo, Stephen. (2010). Reading interventions for struggling readers in the upper elementary grades: A synthesis of 20 years of research. Reading and Writing, 23(8), 889–912. https://doi.org/10.1007/s11145-009-9179-5
Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39(2), 157–169. https://doi.org/10.1177/00222194060390020401Cited by9
Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
Connor, Carol McDonald, & Al Otaiba, Stephanie. (2015). Primary grade reading instruction in the United States. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 415–430). New York: Oxford University Press.
Foorman, Barbara R., York, Mary, Santi, Kristi L., & Francis, David. (2008). Contextual effects on predicting risk for reading difficulties in first and second grade [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 371–394. https://doi.org/10.1007/s11145-007-9079-5
Foy, Judith G., & Mann, Virginia A. (2012). Speech production deficits in early readers: Predictors of risk. Reading and Writing, 25(4), 799–830. https://doi.org/10.1007/s11145-011-9300-4
Mansion, Andre D., Connor, Carol McDonald, & Duncan, Greg J. (2016). Policy and community influences on learning to read. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 149–165). London; New York: Routledge.
Pennington, Bruce F., & Peterson, Robin L. (2015). Development of dyslexia. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 361–376). New York: Oxford University Press.
Shany, Michal, & Biemiller, Andrew. (2010). Individual differences in reading comprehension gains from assisted reading practice: Pre existing conditions, vocabulary acquisition, and amounts of practice. Reading and Writing, 23(9), 1071–1083. https://doi.org/10.1007/s11145-009-9196-4
Tunmer, William E. (2008). Recent developments in reading intervention research: Introduction to the special issue [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 299–316. https://doi.org/10.1007/s11145-007-9108-4
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2
Vellutino, F. R., Scanlon, D. M., & Spearing, D. (1995). Semantic and phonological coding in poor and normal readers. Journal of Experimental Child Psychology, 59, 76–123. http://dx.doi.org/10.1006/jecp.1995.1004Cited by6
Deacon, S. Hélène, Tong, Xiuli, & Mimeau, Catherine. (2019). Morphological and semantic processing in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 327–349). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.015
Messbauer, Vera C. S., & de Jong, Peter F. (2006). Effects of visual and phonological distinctness on visual-verbal paired associate learning in Dutch dyslexic and normal readers. Reading and Writing, 19(4), 393–426. https://doi.org/10.1007/s11145-005-5121-7
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Sucena, Ana, Castro, São Luís, & Seymour, Philip. (2009). Developmental dyslexia in an orthography of intermediate depth: The case of European Portuguese [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 791–810. https://doi.org/10.1007/s11145-008-9156-4
Wentink, Hanneke W. M. J., Van Bon, Wim H. J., & Schreuder, Robert. (1997). Training of poor readers' phonological decoding skills: Evidence for syllable-bound processing. Reading and Writing: An Interdisciplinary Journal, 9(3), 163–192.
Vellutino, F. R., Scanlon, D. M., & Tanzman, M. S. (1994). Components of reading ability: Issues and problems in operationalizing word identification, phonological coding, and orthographic coding. In G. R. Lyon (Ed.), Frames of reference for the assessment of learning disabilities: New views on measurement issues (pp. 279–324). Baltimore, MD: Brookes.Cited by10
Akamatsu, Nobuhiko. (1999). The effects of first language orthographic features on word recognition processing in English as a second language [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 381–403. https://doi.org/10.1023/A:1008053520326
Bowers, Patricia G., & Newby-Clark, Elissa. (2002). The role of naming speed within a model of reading acquisition [Special issue: Timing and phonology, edited by Zvia Breznitz & David Share]. Reading and Writing: An Interdisciplinary Journal, 15(1/2), 109–126.
Castles, Anne, & Nation, Kate. (2006). How does orthographic learning happen? In Sally Andrews (Ed.), From ink marks to ideas: Challenges and controversies about word recognition and reading (pp. 151–179). Hove; New York: Psychology Press. https://doi.org/10.4324/9780203841211
Cunningham, Anne E., Perry, Kathryn E., & Stanovich, Keith E. (2001). Converging evidence for the concept of orthographic processing. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 549–568. https://doi.org/10.1023/A:1011100226798
Hagiliassis, Nick, Pratt, Chris, & Johnston, Michael. (2006). Orthographic and phonological processes in reading. Reading and Writing, 19(3), 235–263. https://doi.org/10.1007/s11145-005-4123-9
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Morfidi, Eleni, van der Leij, Aryan, de Jong, Peter F., Scheltinga, Femke, & Bekebrede, Judith. (2007). Reading in two orthographies: A cross-linguistic study of Dutch average and poor readers who learn English as a second language. Reading and Writing, 20(8), 753–784. https://doi.org/10.1007/s11145-006-9035-9
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Vellutino, Frank R., Scanlon, Donna M., Zhang, Haiyan, & Schatschneider, Christopher. (2008). Using response to kindergarten and first grade intervention to identify children at-risk for long-term reading difficulties [Special issue: Recent developments in reading intervention research, edited by William E. Tunmer]. Reading and Writing, 21(4), 437–480. https://doi.org/10.1007/s11145-007-9098-2Cited by2
Catts, Hugh W. (2017). Early identification of reading disabilities. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 311–331). Amsterdam; Philadelphia: John Benjamins.
Connor, Carol McDonald, & Al Otaiba, Stephanie. (2015). Primary grade reading instruction in the United States. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 415–430). New York: Oxford University Press.
Vellutino, F. R., Tunmer, W. E., Jaccard, J. J., & Chen, R. (2007). Components of reading ability: Multivariate evidence for a convergent skills model of reading development. Scientific Studies of Reading, 11(1), 3–32. https://doi.org/10.1080/10888430709336632Cited by9
Ahmed, Yusra, & Wagner, Richard K. (2020). A “simple” illustration of a joint model of reading and writing using meta-analytic structural equation modeling (MASEM). In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 55–75). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_4
Conners, Frances A. (2009). Attentional control and the Simple View of reading. Reading and Writing, 22(5), 591–613. https://doi.org/10.1007/s11145-008-9126-x
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
Mancilla-Martinez, Jeannette, Kieffer, Michael J., Biancarosa, Gina, Christodoulou, Joanna A., & Snow, Catherine E. (2011). Investigating English reading comprehension growth in adolescent language minority learners: Some insights from the simple view. Reading and Writing, 24(3), 339–354. https://doi.org/10.1007/s11145-009-9215-5
Moats, Louisa. (2009). Knowledge foundations for teaching reading and spelling [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 379–399. https://doi.org/10.1007/s11145-009-9162-1
Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
Reese, Elaine, Suggate, Sebastian, Long, Jennifer, & Schaughency, Elizabeth. (2010). Children's oral narrative and reading skills in the first 3 years of reading instruction. Reading and Writing, 23(6), 627–644. https://doi.org/10.1007/s11145-009-9175-9
Vaughn, Sharon, & Hall, Colby. (2017). Theoretically guided interventions for adolescents who are poor readers. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 489–506). Amsterdam; Philadelphia: John Benjamins.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Velte, Laura. (2019). Sepulchral representation: Inscribed tombs and narrated epitaphs in the high middle ages. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 255–274). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-014
Velte, Laura, & Ott, Michael R. (2019). Writing between stillness and movement: Script-bearing artefacts in courtly German literature. In Ricarda Wagner, Christine Neufeld, Ludger Lieb (Eds.), Writing beyond pen and parchment: Inscribed objects in medieval European literature (Materiale Textkulturen 30) (pp. 17–39). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515_9783110645446-002
Veneziano, Edy. (2016). The development of narrative discourse in French by 5 to 10 years old children: Some insights from a conversational interaction method. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 141–159). Cham: Springer.
Venezky, R. L. (1967). English orthography: Its graphical structure and its relation to sound. Reading Research Quarterly, 2(3), 75–105.Cited by21
Aaron, P. G., Keetay, V., Boyd, M., Palmatier, S., & Wacks, J. (1998). Spelling without phonology: A study of deaf and hearing children. Reading and Writing: An Interdisciplinary Journal, 10(1), 1–22.
Bann, Jennifer, & Corbett, John. (2015). Spelling Scots: The orthography of literary Scots, 1700-2000. Edinburgh: Edinburgh University Press.
Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
Calfee, Robert C. (2005). The exploration of English orthography. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 1–19). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Henderson, Edmund H. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 1–30). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Kirby, John R., & Bowers, Peter N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 437–461). Amsterdam; Philadelphia: John Benjamins.
Leong, Che Kan. (1995). Orthographic and psycholinguistic considerations in developing literacy in Chinese. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 163–183). Dordrecht; Boston; London: Kluwer Academic Publishers.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.
Zutell, Jerry. (1992). An integrated view of word knowledge: Correlational studies of the relationships among spelling, reading, and conceptual development. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 213–230). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Venezky, R. L. (1970a). Principles for the design of practical writing systems. Anthropological Linguistics, 12(7), 256–270.Cited by10
Berry, Jack. (1977). ‘The making of alphabets’ revisited. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 3–16). The Hague; Paris: Mouton.
Bird, Steven. (1999a). Strategies for representing tone in African writing systems. Written Language & Literacy, 2(1), 1–44. https://doi.org/10.1075/wll.2.1.02bir
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Eaton, Helen, & Schroeder, Leila. (2012). Word break conflicts in Bantu languages: Skirmishes on many fronts. Writing Systems Research, 4(2), 229–241. doi:.10.1080/17586801.2012.744686
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Jones, Mari C., & Mooney, Damien (Eds.). (2017). Creating orthographies for endangered languages. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316562949
Roberts, David. (2009). Visual crowding and the tone orthography of African languages. Written Language & Literacy, 12(1), 140–155. https://doi.org/10.1075/wll.12.1.07rob
Roberts, David, & Walter, Stephen L. (2012). Writing grammar rather than tone: An orthography experiment in Togo [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 226–253. https://doi.org/10.1075/wll.15.2.06rob
Venezky, R. L. (1970b). Regularity in reading and spelling. In H. Levin & J. P. Williams (Eds.), Basic studies on reading (pp. 30–42). New York: Basic Books.Cited by6
Calfee, Robert C. (2005). The exploration of English orthography. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 1–19). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Erbaugh, Mary S. (Ed.). (2002). Difficult characters: Interdisciplinary studies of Chinese and Japanese writing (Pathways to Advanced Skills 6). Columbus, OH: National East Asian Language Resource Center, Ohio State University.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Liu, In-Mao. (1997). The issue of prelexical phonology in the reading of Chinese characters. In Hsuan-Chih Chen (Ed.), Cognitive processing of Chinese and related Asian languages (pp. 65–75). Sha Tin, N. T., Hong Kong: The Chinese University Press.
Tzeng, Ovid J. L., & Hung, Daisy L. (1988b). Orthography, reading, and cerebral functions. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 273–290). Berlin; Heidelberg: Springer.
Tzeng, Ovid J. L., Hung, Daisy L., Lee, Wei Ling, & Chang, Ji-Mei. (1996). Cross-Linguistic analyses of basic reading processes. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1101–1117). Berlin; New York: De Gruyter.
Venezky, Richard L. (1970c). The structure of English orthography (Janua Linguarum, Series Minor 82). The Hague; Paris: Mouton.Cited by110
Abu-Rabia, Salim. (1998). Reading Arabic texts: Effects of text type, reader type and vowelization. Reading and Writing: An Interdisciplinary Journal, 10(2), 105–119. https://doi.org/10.1023/A:1007906222227
Abu-Rabia, Salim. (2001). The role of vowels in reading Semitic scripts: Data from Arabic and Hebrew. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 39–59. https://doi.org/10.1023/A:1008147606320
Aro, Mikko. (2006). Learning to read: The effect of orthography. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 531–550). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Aronoff, Mark. (1994). Spelling as culture. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 67–86). Dordrecht: Kluwer Academic Publishers.
Backhouse, A. E. (1984). Aspects of the graphological structure of Japanese. Visible Language, 18(3), 219–228.
Balota, David A., Yap, Melvin J., & Cortese, Michael J. (2006). Visual word recognition: The journey from features to meaning (a travel update). In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 285–375). Amsterdam: Academic Press.
Bann, Jennifer, & Corbett, John. (2015). Spelling Scots: The orthography of literary Scots, 1700-2000. Edinburgh: Edinburgh University Press.
Barnes, William G. W. (1992). The developmental acquisition of silent letters in orthographic images. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 191–212). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Baroni, Antonio. (2011). Alphabetic vs. non-alphabetic writing: Linguistic fit and natural tendencies. Rivista di Linguistica [Italian Journal of Linguistics], 23(2), 127–159.
Baroni, Antonio. (2013). Eye dialect and casual speech spelling: Orthographic variation in OT. Writing Systems Research, 5(1), 24–53. https://doi.org/10.1080/17586801.2013.808155
Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
Berg, Kristian. (2016). Graphemic analysis and the spoken language bias. Frontiers in Psychology, 7, https://doi.org/10.3389/fpsyg.2016.00388
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Borgwaldt, Susanne R., & de Groot, Annette M. B. (2002). Beyond the rime: Measuring the consistency of monosyllabic and polysyallabic words. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten, 460) (pp. 49–69). Tübingen: Max Niemeyer Verlag.
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
Calfee, Robert C. (2005). The exploration of English orthography. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 1–19). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cardoso-Martins, Claudia. (2006). Beginning reading acquisition in Brazilian Portuguese. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 171–187). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Curtin, Suzanne, Manis, Franklin R., & Seidenberg, Mark. S. (2001). Parallels between the reading and spelling deficits of two subgroups of developmental dyslexics. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 515–547. https://doi.org/10.1023/a:1011122219046
Daniels, Peter T. (1996h). English. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 651–655). New York; Oxford: Oxford University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Ellis, Nick C., Miwa, Natsume, Stavropoulou, Katerina, Hoxhallari, Lorenc, Van Daal, Victor H.P., Polyzoe, Nicoletta, Tsipa, Maria-Louisa, & Petalas, Michalis. (2004). The effects of orthographic depth on learning to read alphabetic, syllabic, and logographic scripts. Reading Research Quarterly, 39(4), 438–468. https://doi.org/10.1598/RRQ.39.4.5
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Frederiksen, John R. (1981). Sources of process interactions in reading. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 361–386). Hillsdale, NJ: Lawrence Erlbaum Associates.
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Gibson, Eleanor J. (1972). Reading for some purpose: Keynote address. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 3–19). Cambridge, MA; London: The MIT Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
Gough, Philip B. (1972). One second of reading. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 331–358). Cambridge, MA; London: The MIT Press.
Henderson, Leslie. (1980). Wholistic models of feature analysis in word recognition: A critical examination. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 207–218). New York; London: Plenum Press.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Honda, Keisuke. (2011). The relation of orthographic units to linguistic units in the Japanese writing system: An analysis of kanji, kana and kanji-okurigana writing. Unpublished doctoral thesis. University of Tsukuba, Japan.
Kess, Joseph F., & Miyamoto, Tadao. (1999). The Japanese mental lexicon: Psycholinguistics studies of kana and kanji processing. Philadelphia; Amsterdam: John Benjamins.
Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
Lee, Shin-Ping, Uttal, David H., & Chen, Chuansheng. (1995). Writing systems and acquisition of reading in American, Chinese and Japanese first-graders. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 247–263). Dordrecht; Boston; London: Kluwer Academic Publishers.
Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
McCawley, James D. (1994). Some graphotactic constraints. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 115–127). Dordrecht, The Netherlands: Kluwer Academic Publishers.
McCutchen, Deborah, Green, Laura, Abbott, Robert D., & Sanders, Elizabeth A. (2009). Further evidence for teacher knowledge: Supporting struggling readers in grades three through five [Special issue: Perspectives on teachers' disciplinary knowledge of reading processes, development, and pedagogy, edited by Anne Cunningham & Jamie Zibulsky]. Reading and Writing, 22(4), 401–423. https://doi.org/10.1007/s11145-009-9163-0
McDougall, Siné, Brunswick, Nicola, & de Mornay Davies, Paul. (2010). Reading and dyslexia in different orthographies: An introduction and overview. In Nicola Brunswick, Siné McDougall, & Paul de Mornay Davies (Eds.), Reading and dyslexia in different orthographies (pp. 3–21). Hove; New York. Psychology Press.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Mohanty, Panchanan, & Altmann, Gabriel. (2008). On graphemic representation of the Oriya phonemes. In Gabriel Altmann & Fengxiang Fan (Eds.), Analyses of script: Properties of characters and writing systems (Quantitative Linguistics 63) (pp. 121–140). Berlin; New York: Mouton de Gruyter.
Neef, Martin. (2002). The reader's view: Sharpening in German. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 169–191). Tübingen: Max Niemeyer Verlag.
Neef, Martin. (2004). The relation of vowel letters to phonological syllables in English and German [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(1), 205–234.
Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
Paap, Kenneth R., Noel, Ronald W., & Johansen, Linda S. (1992). Dual-route models of print to sound: Red herrings and real horses. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 293–318). Amsterdam; London; New York; Tokyo: North-Holland.
Pandey, Pramod. (2003). Phonetic and phonological bases of Hindi orthography. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 41–61). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
Pandey, Pramod. (2007). Phonology-orthography interface in Devanāgarī for Hindi [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 145–162.
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Pollatsek, Alexander, & Carr, Thomas H. (1979). Rule-governed and wholistic encoding processes in word perception. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 295–308). New York; London: Plenum Press.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Primus, Beatrice. (2004). A featural analysis of the Modern Roman Alphabet [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 235–274. https://doi.org/10.1075/wll.7.2.06pri
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Roncoli, Silvia, & Masterson, Jackie. (2016). ‘Unexpected’ spelling difficulty in a 10-year-old child with good reading skills: An intervention case study. Writing Systems Research, 8(2), 143–166. https://doi.org/10.1080/17586801.2016.1159539
Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
Ryan, Des. (2011). Grammaphonology: A new theory of English spelling. Skase Journal of Theoretical Linguistics, 8(2), 2–30.
Ryan, Des. (2015). Google doodles: Evidence of how graphemes' colour, shape, size and position can interact to make writing multidimensional. Writing Systems Research, 7(1), 79–96. https://doi.org/10.1080/17586801.2014.912578
Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
Sasaki, Miho. (2005). The effect of L1 reading processes on L2: A crosslinguistic comparison of Italian and Japanese users of English. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (289–308). Clevedon; Buffalo; Toronto: Multilingual Matters.
Schwanenflugel, Paula J., Morris, Robin D., Kuhn, Melanie R., Strauss, Gregory P., & Sieczko, Jennifer M. (2008). The influence of reading unit size on the development of Stroop interference in early word decoding. Reading and Writing, 21(3), 177–203. https://doi.org/10.1007/s11145-007-9061-2
Sebba, Mark. (2001). [Book review: Gunther Kress, (2000), Early spelling: Between convention and creativity]. Written Language & Literacy, 4(2), 261–264.
Seidenberg, Mark S., & McClelland, James L. (1989). A distributed, developmental model of word recognition and naming. Psychological Review, 96(4), 523–568. https://doi.org/10.1037/0033-295X.96.4.523
Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
Shankweiler, Donald, & Lundquis, Eric. (1992). On the relations between learning to spell and learning to read. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 179–192). Amsterdam; London; New York; Tokyo: North-Holland.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Shortis, Tim. (2016). Texting and other messaging: Written system in digitally mediated vernaculars. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 487–516). Oxon: Routledge.
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Sproat, Richard. (2000). A computational theory of writing systems (Studies in Natural Language Processing). New York: Cambridge University Press.
Sproat, Richard. (2016). English among the writing systems of the world. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 27–40). Oxon: Routledge.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
Stenson, Nancy, & Hickey, Tina M. (2016). When regular is not easy: Cracking the code of Irish orthography. Writing Systems Research, 8(2), 187–217. https://doi.org/10.1080/17586801.2016.1177481
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Stubbs, Michael. (1996). The English writing system. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1441–1445). Berlin; New York: De Gruyter.
Tauli, Valter. (1977). Speech and spelling. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 17–35). The Hague; Paris: Mouton.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Templeton, Shane. (1992). Theory, nature, and pedagogy of higher-order orthographic development in older students. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 253–277). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
Treiman, Rebecca. (2006). Knowledge about letters as a foundation for reading and spelling. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 581–599). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Vachek, Josef. (1973). Written language: General problems and problems of English (Janua Linguarum, Series Critica 14). The Hague; Paris: Mouton.
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Van Berkel, Ans. (2005). The role of the phonological strategy in learning to spell in English as a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (97–121). Clevedon; Buffalo; Toronto: Multilingual Matters.
Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.
Venezky, Richard L. (1995). How English is read: Grapheme-phoneme regularity and orthographic structure in word recognition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 111–129). Dordrecht; Boston; London: Kluwer Academic Publishers.
Watt, W. C. (1994c). Part II. Writing systems: Introduction. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 89–114). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Weekes, B. S., Chen, M. J., & Lin, Y-B. (1998). Differential effects of phonological priming on Chinese character recognition [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 201–222. [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 47–68). Dordrecht: Kluwer Academic Publishers]
Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]
Wimmer, Heinz, Landerl, Karin, & Frith, Uta. (1999). Learning to read German: normal and impaired acquisition. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 34–50). Cambridge: Cambridge University Press.
Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
Zutell, Jerry. (1992). An integrated view of word knowledge: Correlational studies of the relationships among spelling, reading, and conceptual development. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 213–230). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Venezky, R. L. (1973). Letter-sound generalizations of first-, second-, and third-grade Finnish children. Journal of Educational Psychology, 64, 288–292.Cited by5
Connelly, Vincent, Johnston, Rhona, & Thompson, G. Brian. (2001). The effect of phonics instruction on the reading comprehension of beginning readers. Reading and Writing: An Interdisciplinary Journal, 14(5/6), 423–457.
Durgunoğlu, Aydin Yücesan, & Öney, Banu. (1999). A cross-linguistic comparison of phonological awareness and word recognition [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 281–299.
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Share, David, & Levin, Iris. (1999). Learning to read and write in Hebrew. In Margaret Harris & Giyoo Hatano (Eds.), Learning to read and write: A cross-linguistic perspective (pp. 89–111). Cambridge: Cambridge University Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Venezky, R. L. (1976a). Theoretical and experimental base for teaching reading. The Hague: Mouton.Cited by4
Glushko, Robert J. (1981). Principles for pronouncing print: The psychology of phonography. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 61–84). Hillsdale, NJ: Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Wright, Patricia. (1980). Textual literacy: An outline sketch of psychological research on reading and writing. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 517–535). New York; London: Plenum Press.
Venezky, R. L. (1976b). Theoretical and experimental bases for teaching reading. In T. A. Sebeok (Ed.), Current trends in linguistics. Volume 12: Linguistics and adjacent arts and sciences (pp. 2057–2100). The Hague: Mouton.Cited by4
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Venezky, Richard L. (1995). How English is read: Grapheme-phoneme regularity and orthographic structure in word recognition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 111–129). Dordrecht; Boston; London: Kluwer Academic Publishers.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Venezky, Richard L. (1977). Principles for the design of practical writing systems. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 37–54). The Hague; Paris: Mouton.Cited by7
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Meletis, Dimitrios. (2018). What is natural in writing? Prolegomena to a Natural Grapholinguistics [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 52–88. https://doi.org/10.1075/wll.00010.mel
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Mountford, John. (1996). A functional classification. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 627–632). New York; Oxford: Oxford University Press.
Rogers, Henry. (1995). Optimal orthographies. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 31–43). Dordrecht; Boston; London: Kluwer Academic Publishers.
Sebba, Mark. (2007). Spelling and society: The culture and politics of orthography around the world. Cambridge: Cambridge University Press. https://doi.org/10.1017/cbo9780511486739
Smalley, William A. (1994a). Codification by means of foreign systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 697–708). Berlin; New York: De Gruyter.
Venezky, Richard L. (1979). Orthographic regularities in English words. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 283–293). New York; London: Plenum Press.Cited by2
Bouwhuis, Don G. (1979). Word knowledge and letter recognition as determinants of word recognition. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 269–281). New York; London: Plenum Press.
Pollatsek, Alexander, & Carr, Thomas H. (1979). Rule-governed and wholistic encoding processes in word perception. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 295–308). New York; London: Plenum Press.
Venezky, Richard L. (1980). From Webster to Rice to Roosevelt: The formative years for spelling instruction and spelling reform in the U.S.A. In Uta Frith (Ed.), Cognitive processes in spelling (pp. 9–30). London; New York: Academic Press.Cited by4
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Gill, J. Thomas. (1992). The relationship between word recognition and spelling. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A memorial festschrift for Edmund H. Henderson (pp. 79–104). Hillsdale, NJ; Hove; London: Lawrence Erlbaum Associates.
Joshi, R. Malatesha. (2016). Writing and spelling development: Impact of Liliana Tolchinsky's research over 30 years. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 17–28). Cham: Springer.
Treiman, Rebecca. (1993). Beginning to spell: A study of first-grade children. New York; Oxford: Oxford University Press.
Venezky, R. L. (1984). The history of reading research. In P. D. Pearson (Ed.), Handbook of reading research: Volume 1 (pp. 3–38). New York: Longman.Cited by5
Bailin, Alan, & Grafstein, Ann. (2016). Readability: Text and context. Basingstoke: Palgrave Macmillan.
Shanahan, Timothy. (2005). Gaining perspective through science: A history of research synthesis in reading. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 193–210). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Venezky, Richard L. (1995). How English is read: Grapheme-phoneme regularity and orthographic structure in word recognition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 111–129). Dordrecht; Boston; London: Kluwer Academic Publishers.Cited by5
Aidinis, Athanasios, & Nunes, Terezinha. (2001). The role of different levels of phonological awareness in the development of reading and spelling in Greek. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 145–177.
Carlisle, Joanne F., & Kearns, Devin M. (2017). Learning to read morphologically complex words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 191–214). Amsterdam; Philadelphia: John Benjamins.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Sabatini, John. (2005). What does it mean to comprehend or construct meaning in multimedia environments: Thoughts on cognitive and assessment construct development. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 149–172). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: The Guilford Press.Cited by53
Backhaus, Peter. (2007a). Alphabet ante portas: How English text invades Japanese public space. Visible Language, 41(1), 70–87.
Bann, Jennifer, & Corbett, John. (2015). Spelling Scots: The orthography of literary Scots, 1700-2000. Edinburgh: Edinburgh University Press.
Baroni, Antonio. (2013). Eye dialect and casual speech spelling: Orthographic variation in OT. Writing Systems Research, 5(1), 24–53. https://doi.org/10.1080/17586801.2013.808155
Berg, Kristian. (2016). Graphemic analysis and the spoken language bias. Frontiers in Psychology, 7, https://doi.org/10.3389/fpsyg.2016.00388
Berg, Kristian, Buchmann, Franziska, Dybiec, Katharina, & Fuhrhop, Nanna. (2014). Morphological spellings in English [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 282–307. doi 10.1075/wll.17.2.05ber
Berninger, Virginia W., Winn, William D., Stock, Patricia, Abbott, Robert D., Eschen, Kate, Lin, Shin-Ju (Cindy), Garcia, Noelia, Anderson-Youngstrom, Marci, Murphy, Heather, Lovitt, Dan, Trivedi, Pamala, Jones, Janine, Amtmann, Dagmar, & Nagy, William. (2008). Tier 3 specialized writing instruction for students with dyslexia [Special issue: Research on writing development, practice, instruction, and assessment, edited by Steve Graham]. Reading and Writing, 21(1/2), 95–129. https://doi.org/10.1007/s11145-007-9066-x
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
Bowers, Peter N., & Kirby, John R. (2010). Effects of morphological instruction on vocabulary acquisition. Reading and Writing, 23(5), 515–537. https://doi.org/10.1007/s11145-009-9172-z
Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
Cook, Vivian. (2016). Background to the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 5–23). Oxon: Routledge.
Coulmas, Florian. (2016). Sociolinguistics and the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 261–274). Oxon: Routledge.
Cummings, D. W. (2016). The evolution of British and American spelling. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 275–292). Oxon: Routledge.
Cunningham, Anne E., & O'Donnell, Colleen Ryan. (2015). Teachers' knowledge about beginning reading development and instruction. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 447–462). New York: Oxford University Press.
Dich, Nadya. (2010). Development of sensitivity to phonological context in learning to spell in English: Evidence from Russian ESL speakers. Written Language & Literacy, 13(1), 99–117. https://doi.org/10.1075/wll.13.1.04dic
Ehri, Linnea C. (2006). Alphabetics instruction helps students learn to read. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 649–677). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Ehri, Linnea C. (2017). Orthographic mapping and literacy development revisited. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 127–145). Amsterdam; Philadelphia: John Benjamins.
Evertz, Martin. (2018). Visual prosody: The graphematic foot in English and German. Berlin; Boston: De Gruyter. https://doi.org/10.1515/9783110583441
Evertz, Martin. (2019). The history of the graphematic foot in English and German. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 27–40). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-ever
Evertz, Martin, & Primus, Beatrice. (2013). The graphematic foot in English and German. Writing Systems Research, 5(1), 1–23. https://doi.org/10.1080/17586801.2013.765356
Figueredo, L. (2006). Using the known to chart the unknown: A review of first-language influence on the development of English-as-a-second-language spelling skill. Reading and Writing, 19(8), 873–905. https://doi.org/10.1007/s11145-006-9014-1
Forster, Iris, Borgwald, Susanne R., & Neef, Martin. (2012). Form follows function: Interjections and onomatopoetica in comics [Special issue: The writing system at play, edited by Vivian Cook, Benedetta Bassetti, & Jyotsna Vaid]. Writing Systems Research, 4, 122–139. https://doi.org/10.1080/17586801.2012.751348
Garcia, Noelia P., Abbott, Robert D., & Berninger, Virginia W. (2010). Predicting poor, average, and superior spellers in grades 1 to 6 from phonological, orthographic, and morphological, spelling, or reading composites. Written Language & Literacy, 13(1), 61–98. https://doi.org/10.1075/wll.13.1.03gar
Igarashi, Yuko. (2007). The changing role of katakana in the Japanese writing system: Processing and pedagogical dimensions for native speakers and foreign learners. Doctoral dissertation. University of Victoria, British Columbia, Canada. [2008, Saarbrücken: VDM Verlag Dr. Müller.]
Kahn-Horwitz, Janina, Kuash, Sara, Ibrahim, Raphiq, & Schwartz, Mila. (2014). How do previously acquired languages affect acquisition of English as a foreign language: The case of Circassian [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 40–61. https://doi.org/10.1075/wll.17.1.03kah
Kessler, Brett. (2009). Statistical learning of conditional orthographic correspondences. Writing Systems Research, 1(1), 19–34. https://doi.org/10.1093/wsr/wsp004
Kirby, John R., & Bowers, Peter N. (2017). Morphological instruction and literacy: Binding phonological, orthographic, and semantic features of words. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 437–461). Amsterdam; Philadelphia: John Benjamins.
MacArthur, Charles A., Konold, Timothy R., Glutting, Joseph J., & Alamprese, Judith A. (2012). Subgroups of adult basic education learners with different profiles of reading skills. Reading and Writing, 25(2), 587–609. https://doi.org/10.1007/s11145-010-9287-2
McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
McGuinness, Diane. (2004). Early reading instruction: What science really tells us about how to teach reading. Cambridge, MA: The MIT Press.
Neef, Martin. (2002). The reader's view: Sharpening in German. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten 460) (pp. 169–191). Tübingen: Max Niemeyer Verlag.
Neef, Martin. (2004). The relation of vowel letters to phonological syllables in English and German [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(1), 205–234.
Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
Noack, Christina. (2009). Can secondary pupils train decoding skills?: An empirical study on phonological reading errors. Written Language & Literacy, 12(1), 97–115. https://doi.org/10.1075/wll.12.1.05noa
Nunes, Terezinha. (2016). Teaching literacy to English children: Policy and practice. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 205–221). Oxon: Routledge.
Perfetti, Charles, & Harris, Lindsay. (2017). Learning to read English. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 347–370). Cambridge: Cambridge University Press.
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Rutkowska, Hanna. (2017). Orthography. In Laurel J. Brinton, & Alexander Bergs (Eds), The history of English. Volume 1: Historical outlines from sound to text (pp. 200–217). Berlin; Boston: Walter de Gruyter.
Ryan, Des. (2016b). Linguists' descriptions of the English writing system. In Vivian Cook & Des Ryan (Eds.), The Routledge handbook of the English writing system (pp. 41–64). Oxon: Routledge.
Ryan, Des. (2017). Principles of English spelling formation. Unpublished doctoral dissertation. Trinity College Dublin, Dublin.
Sabatini, John. (2005). What does it mean to comprehend or construct meaning in multimedia environments: Thoughts on cognitive and assessment construct development. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 149–172). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sanchez-Stockhammer, Christina. (2018). English compounds and their spelling (Studies in English Language). Cambridge: Cambridge University Press.
Shankweiler, Donald, & Fowler, Anne E. (2004). Questions people ask about the role of phonological processes in learning to read. Reading and Writing: An Interdisciplinary Journal, 17(5), 483–515. https://doi.org/10.1023/B:READ.0000044598.81628.e6
Share, David L. & Daniels, Peter T. (2016). Aksharas, alphasyllabaries, abugidas, alphabets and orthographic depth: Reflections on Rimzhim, Katz and Fowler (2014). Writing Systems Research, 8(1), 17–31. https://doi.org/10.1080/17586801.2015.1016395
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Steacy, Laura M., Elleman, Amy M., & Compton, Donald L. (2017). Opening the “black box” of learning to read: Inductive learning mechanisms supporting word acquisition development with a focus on children who struggle to read. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 99–121). Amsterdam; Philadelphia: John Benjamins.
Van Berkel, Ans. (2005). The role of the phonological strategy in learning to spell in English as a second language. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (97–121). Clevedon; Buffalo; Toronto: Multilingual Matters.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Wong, Andrew D. (2013). Brand names and unconventional spelling: A two-pronged analysis of the orthographic construction of brand identity. Written Language & Literacy, 16(2), 115–145. https://doi.org/10.1075/wll.16.2.01won
Zevin, Jason D. (2019). Modeling developmental dyslexia across languages and writing systems. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 372–390). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.017
Zuidema, Johan, & Neijt, Anneke. (2017). The BasisSpellingBank: A spelling database with knowledge stored as a lexicon of triplets [Special issue: Orthographic databases and lexicons, edited by Lynne Cahill & Terry Joyce]. Written Language & Literacy, 20(1), 52–79. doi 10.1075/wll.20.1.04zui
Venezky, Richard L. (2000). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Scientific Studies of Reading, 4(1), 19–39. [1982, Originally published, Visible Language, 16(2), 113–136]
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02venCited by14
Burkhardt, Jey Lingam, & Burkhardt, Jürgen Martin. (2019). Developing a unified orthography for Berawan: An endangered Bornean language [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 280–306. https://doi.org/10.1075/wll.00029.bur
Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
Kandel, Sonia, Solger, Olga, Valdois, Sylivane, & Gros, Céline. (2006). Graphemes as motor units in the acquisition of writing skills. Reading and Writing, 19(3), 313–337. https://doi.org/10.1007/s11145-005-4321-5
McClung, Nicola A., & Pearson, P. David. (2019). Reading comprehension across languages: Seven European orthographies and two international literacy assessments. Written Language & Literacy, 22(1), 33–66. https://doi.org/10.1075/wll.00019.mcc
Meletis, Dimitrios. (2018). What is natural in writing? Prolegomena to a Natural Grapholinguistics [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 52–88. https://doi.org/10.1075/wll.00010.mel
Meletis, Dimitrios. (2020a). The nature of writing: A theory of grapholinguistics (Grapholinguistics and Its Applications 3). Brest: Fluxus Editions.
Neef, Martin. (2012a). Boundaries in written representations: The potential beginning of words in German [Special issue: Units of language – units of writing, edited by Terry Joyce & David Roberts]. Written Language & Literacy, 15(2), 209–225. https://doi.org/10.1075/wll.15.2.05nee
Neef, Martin. (2015). Writing systems as modular objects: Proposals for theory design in grapholinguistics. Open Linguistics, 1, 708–721. https://doi.org/10.1515/opli-2015-0026
Olson, David R. (2009b). Literacy, literacy policy, and the school. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 566–576). Cambridge: Cambridge University Press.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Penke, Martina, & Schrader, Kathrin. (2008). The role of phonology in visual word recognition: Reading acquisition vs. skilled reading [Special issue: The role of phonology in reading, edited by Martina Penke]. Written Language & Literacy, 11(2), 167–190. https://doi.org/10.1075/wll.11.2.04pen
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Stegeman, Ray. (2019). Orthographies in Papua New Guinea through the years. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 269–292). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-steg
Weingarten, Rüdiger. (2011). Comparative graphematics [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 12–38. https://doi.org/10.1075/wll.14.1.02wei [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 13–39). Amsterdam: John Benjamins]
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.Cited by1
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Venezky, R. L., & Calfee, R. C. (1970). The reading competency model. In H. Singer & R. B. Ruddell (Ed.), Theoretical models and processes of reading. Newark: International Reading Association.Cited by3
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Liu, In-Mao. (1995). Script factors that affect literacy: Alphabetic vs. logographic languages. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 145–162). Dordrecht; Boston; London: Kluwer Academic Publishers.
Norman, Donald A. (1972). The role of memory in the understanding of language. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 277–288). Cambridge, MA; London: The MIT Press.
Venezky, R. L., & Johnson, D. (1973). Development of two letter-sound patterns in grades one through three. Journal of Educational Psychology, 64, 109–115.Cited by3
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
López, Mercedes Rodrigo, & González, Juan E. Jiménez. (2000). IQ vs phonological recoding skill in explaining differences between poor readers and normal readers in word recognition: Evidence from a naming task. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 129–142.
Share, David L. (1995). Phonological recoding and self-teaching: Sine qua non of reading acquisition. Cognition, 55(2), 151–218. https://doi.org/10.1016/0010-0277(94)00645-2
Venezky, R. L., & Massaro, D. W. (1979). The role of orthographic regularity in word recognition. in L. B. Resnick & P. Weaver (Eds.), Theory and practice of early reading (pp. 85–107). Hillsdale, NJ: Lawrence Erlbaum Associates.Cited by6
Barron, Roderick W. (1981). Reading skill and reading strategies. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 299–327). Hillsdale, NJ: Lawrence Erlbaum Associates.
Henderson, Leslie. (1982). Orthography and word recognition in reading. London; New York: Academic Press.
Massaro, Dominic W. (1979b). Reading and listening (tutorial paper). In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 331–354). New York; London: Plenum Press.
Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Perfetti, Charles A., & Roth, Steven F. (1981). Some of the interactive processes in reading and their role in reading skill. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 269–297). Hillsdale, NJ: Lawrence Erlbaum Associates.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Venezky, R. L., & Massaro, D. W. (1987). Orthographic structure and spelling-sound regularity in reading English words. In D. A. Allport, D. G. MacKay, W. Prinz, & E. Scheerer (Eds.), Language perception and production: Relationships between listening, speaking, reading, and writing (pp. 159–179). London: Academic Press.Cited by7
Aarnoutse, Cor, Van Leeuwe, Jan, Voeten, Marinus, & Oud, Han. (2001). Development of decoding, reading comprehension, vocabulary and spelling during the elementary school years. Reading and Writing: An Interdisciplinary Journal, 14(1/2), 61–89.
Berninger, Virginia, Abbott, Robert D., & Alsdorf, Barbara J. (1997). Lexical- and sentence-level processes in comprehension of written sentences. Reading and Writing: An Interdisciplinary Journal, 9(2), 135–162.
Gottardo, Alexandra, Chiappe, Penny, Siegel, Linda S., & Stanovich, Keith E. (1999). Patterns of word and nonword processing in skilled and less-skilled readers. Reading and Writing: An Interdisciplinary Journal, 11(5/6), 465–487.
Massaro, Dominic W., & Jesse, Alexandra. (2005). The magic of reading: Too many influences for quick and easy explanations. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 37–61). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Venezky, Richard L. (2004). In search of the perfect orthography [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 139–163. https://doi.org/10.1075/wll.7.2.02ven
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Venezky, Richard L., Relles, Nathan, & Price, Lynne A. (1980). Communicating with computers. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 551–563). New York; London: Plenum Press.
Ventris, Michael. (1940). Introducing the Minoan language. American Journal of Archaeology, 44, 494–520.Cited by4
Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
Ventris, M., & Chadwick, J. (1953). Evidence for Greek dialect in the Mycenaean archives. Journal of Hellenic Studies, 73, 84–103.Cited by9
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
Judson, Anna P. (2017). The decipherment: People, process, challenges. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 15–29). Cambridge: The Fitzwilliam Museum.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Olivier, J.-P. (1986). Cretan writing in the second millennium B.C. World Archaeology, 17(3), 377–389.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Steele, Philippa M. (Ed.). (2017). Understanding relations between scripts: The Aegean writing systems. Oxford; Philadelphia: Oxbow Books.
Ventris, M., & Chadwick, J. (1956). Documents in Mycenaean Greek. Cambridge: Cambridge University Press. [1973, Second edition]Cited by16
de Kerckhove, Derrick. (1988a). Logical principles underlying the layout of Greek orthography. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 153–172). Berlin; Heidelberg: Springer.
Gaur, Albertine. (1984). A history of writing. London: British Library. [1987, Second edition; 1992, Third revised edition, London: British Library; New York: Abbeville Press]
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Gelb, Ignace J. (1952). A study of writing: The foundations of grammatology. Chicago: University of Chicago Press. [1958, German translation with revisions, Von der Keilschrift zum Alphabet: Grundlagen einer Schriftwissenschaft. Stuttgart: Kohlhammer; 1963, Second revised edition, Chicago & London: University of Chicago Press; 1973, French translation, Pour une théorie de l'écriture. Paris: Flammarion ]
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Judson, Anna P. (2017). The decipherment: People, process, challenges. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 15–29). Cambridge: The Fitzwilliam Museum.
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
LaFont, Robert. (1988). Relationships between speech and writing systems in ancient alphabets and syllabaries. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 92–105). Berlin; Heidelberg: Springer.
Perna, Massimo. (2017). Administrative documents without writing: The case of sealings and flat-based nodules. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 73–80). Firenze: Firenze University Press.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Sirat, Colette. (1988). The material conditions of the lateralization of the ductus. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 173–201). Berlin; Heidelberg: Springer.
Sirat, Colette. (1994). Handwriting and the writing hand. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 375–460). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Sproat, Richard. (2010). Language, technology, and society. Oxford: Oxford University Press.
The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
Ventris, M., & Chadwick, J. (1973). Documents in Mycenaean Greek (Second edition). Cambridge: Cambridge University Press. [1956, First edition]Cited by20
Alberti, Maria Emanuela. (2017). A measured world? Measures in Minoan daily life. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 3–39). Firenze: Firenze University Press.
Bennet, John. (2008). Now you see it; now you don't! The disappearance of the Linear A script on Crete. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 1–29). London: Equinox Publishing.
Chadwick, John. (1987). Linear B and related scripts (Reading the past 1). London: The British Museum Press: Berkeley; Los Angeles: University of California Press. [1989, Second edition; 1990, In J. T. Hooker (Ed.) Reading the past. Ancient writing from cuneiform to the alphabet (pp. 136–195). London: The British Museum Press: Berkeley; Los Angeles: University of California Press]
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Fear, Douglas. (2015). utā pavastāyā utā carmā grftam āha—Written on clay and parchment: Old Persian writing and allography in Iranian. In Susanne Enderwitz & Rebecca Sauer (Eds.), Communication and materiality: Written and unwritten communication in pre-modern societies (Materiale Textkulturen 8) (pp. 73–92). Berlin; Boston: Walter de Gruyter.
Finlayson, Sarah. (2013). Form follows function: Writing and its supports in the Aegean Bronze Age. In Kathryn E. Piquette & Ruth D. Whitehouse (Eds.), Writing as material practice: Substance, surface and medium (pp. 123–142). London: Ubiquity Press. doi:http://dx.doi.org/10.5334/bai.g
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Judson, Anna P. (2017). The decipherment: People, process, challenges. In Yannis Galanakis, Anastasia Christophilopoulou & James Grime (Eds.), Codebreakers and groundbreakers (pp. 15–29). Cambridge: The Fitzwilliam Museum.
Judson, Anna P. (2019). Orthographic variation as evidence for the development of the Linear B writing system [Special issue: Writing systems: Past, present (… and future?), edited by Terry Joyce & Robert Crellin]. Written Language & Literacy, 22(2), 179–197. https://doi.org/10.1075/wll.00025.jud
Judson, Anna P. (2020b). The undeciphered signs of Linear B: Interpretation and scribal practices (Cambridge Classical Studies). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108859745
Mattingly, Ignatius G. (1992). Linguistic awareness and orthographic form. In Ram Frost & Leonard Katz (Eds.), Orthography, phonology, morphology, and meaning (Advances in Psychology 94) (pp. 11–26). Amsterdam; London; New York; Tokyo: North-Holland.
Olivier, J.-P. (1986). Cretan writing in the second millennium B.C. World Archaeology, 17(3), 377–389.
Pettersson, John Sören. (1996b). Numerical notation. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 795–806). New York; Oxford: Oxford University Press.
Sampson, Geoffrey. (1985). Writing systems: A linguistic introduction. London: Hutchinson; Stanford, CA: Stanford University Press. [1987, Reprinted with corrections; 2015, Writing systems (Second edition). Sheffield: Equinox Publishing]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Stroud, Ronald S. (1989). The art of writing in ancient Greece. In Wayne M. Senner (Ed.), The origins of writing (pp. 103–119). Lincoln, NE: University of Nebraska Press.
The Unicode Consortium. (1991). The Unicode Standard: Version 1.0. Reading, MA: Addison-Wesley. [1996, Version 2.0; 2003, Version, 4.0.0; 2005, Version 5.0; 2011, Version 6.0.0; 2016, Version 9.0.0; 2018, Version 11.0.0]
Valério, Miguel, & Davis, Brent. (2017). Cypro-Minoan in marking systems of the Eastern and Central Mediterranean: New methods of investigating old questions. In Anna Margherita Jasink, Judith Weingarten, & Silvia Ferrara (Eds.), Non-scribal communication media in the Bronze Age Aegean and surrounding areas: The semantics of a-literate and proto-literate media (seals, potmarks, mason's marks, seal-impressed pottery, ideograms and logograms, and related systems) (Strumenti per la didattica e la ricerca 196) (pp. 132–152). Firenze: Firenze University Press.
Woodard, Roger D. (1994). On the interaction of Greek orthography and phonology: Consonant clusters in the syllabic scripts. In W. C. Watt (Ed.), Writing systems and cognition: Perspectives from psychology, physiology, linguistics, and semiotics (Neuropsychology and Cognition 6) (pp. 311–334). Dordrecht, The Netherlands: Kluwer Academic Publishers.
Zadka, Małgorzata. (2018). Semasiographic principle in Linear B inscriptions. Writing Systems Research, 10(2), 111–125. https://doi.org/10.1080/17586801.2019.1588835
Verheijen, Lieke. (2018). Orthographic principles in computer-mediated communication: The SUPER-functions of textisms and their interaction with age and medium [Special issue: Understanding writing systems, edited by Merijn Beeksma & Martin Neef]. Written Language & Literacy, 21(1), 111–145. https://doi.org/10.1075/wll.00012.ver
Verheyden, Lieve, Van den Branden, Kris, Rijlaarsdam, Gert, Van den Bergh, Huub, & De Maeyer, Sven. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 20–38. https://doi.org/10.1111/j.1467-9817.2009.01430.x
Verhoeven, L. (1990). Acquisition of reading in a second language. Reading Research Quarterly, 25, 90–114.Cited by13
Carlisle, Joanne F., & Beeman, Margaret M. (2000). The effects of language of instruction on the reading and writing achievement of first-grade Hispanic children [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 331–353.
Geva, Esther, & Siegel, Linda S. (2000). Orthographic and cognitive factors in the concurrent development of basic reading skills in two languages. Reading and Writing: An Interdisciplinary Journal, 12(1/2), 1–30. https://doi.org/10.1023/A:1008017710115
Geva, Esther, & Verhoeven, Ludo. (2000). Introduction: The development of second language reading in primary children–Research issues and trends [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 261–266.
Hu, Chieh-Fang. (2008). Use orthography in L2 auditory word learning: Who benefits? Reading and Writing, 21(8), 823–841. https://doi.org/10.1007/s11145-007-9094-6
Lefrançois, Pascale, & Armand, Françoise. (2003). The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French. Reading and Writing: An Interdisciplinary Journal, 16(3), 219–246.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Lipka, Orly, & Siegel, Linda S. (2010). Early identification and intervention to prevent reading difficulties. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 205–219). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_15
Low, Pauline B., & Siegel, Linda S. (2005). A comparison of the cognitive processes underlying reading comprehension in native English and ESL speakers [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 207–231.
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2007). A longitudinal analysis of English language learners' word decoding and reading comprehension. Reading and Writing, 20(7), 691–719. https://doi.org/10.1007/s11145-006-9045-7
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
Verhoeven, Ludo. (2000). Components in early second language reading and spelling [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 313–330. https://doi.org/10.1207/S1532799XSSR0404_4
Wang, Min, & Geva, Esther. (2003a). Spelling acquisition of novel English phonemes in Chinese children. Reading and Writing: An Interdisciplinary Journal, 16(4), 325–348.
Verhoeven, L. (1991). Acquisition of biliteracy. In J. H. Hulstijn & J. F. Matter (Eds.), Reading in two languages (pp. 61–74). Amsterdam: Free University Press.Cited by6
Gibbons, John. (1999). Register aspects of literacy in Spanish. Written Language & Literacy, 2(1), 63–88.
Kahn-Horwitz, Janina, Shimron, Joseph, & Sparks, Richard L. (2005). Predicting foreign language reading achievement in elementary school students. Reading and Writing, 18(6), 527–558. https://doi.org/10.1007/s11145-005-3179-x
Leikin, Mark, Schwartz, Mila, & Share, David L. (2010). General and specific benefits of bi-literate bilingualism: A Russian–Hebrew study of beginning literacy [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 269–292. https://doi.org/10.1007/s11145-009-9210-x
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Schwartz, Mila, Leikin, Mark, & Share, David L. (2005). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 179–206.
Schwartz, Mila, Share, David L., Leikin, Mark, & Kozminsky, Ely. (2008). On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21(9), 905–927. https://doi.org/10.1007/s11145-007-9097-3
Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
Verhoeven, L. (1994b). Transfer in bilingual development. The linguistic interdependency hypothesis revisited. Language Learning, 44(3), 381–415. https://doi.org/10.1111/j.1467-1770.1994.tb01112.xCited by19
Abu-Rabia, Salim, & Siegel, Linda S. (2003). Reading skills in three orthographies: The case of trilingual Arabic-Hebrew-English-speaking Arab children. Reading and Writing: An Interdisciplinary Journal, 16(7), 611–634.
Abu-Rabia, Salim, & Taha, Haitham. (2006b). Reading in Arabic orthography: Characteristics, research findings, and assessment. In R. Malatesha Joshi & P. G. Aaron, (Eds.), Handbook of orthography and literacy (pp. 321–338). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Baker, Doris Luft, Park, Yonghan, & Baker, Scott K. (2012). The reading performance of English learners in grades 1-3: The role of initial status and growth on reading fluency in Spanish and English. Reading and Writing, 25(1), 251–281. https://doi.org/10.1007/s11145-010-9261-z
Cook, Vivian, & Bassetti, Benedetta. (2005). An introduction to researching second language writing systems. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 1–67). Clevedon; Buffalo; Toronto: Multilingual Matters.
Crosson, Amy C., & Lesaux, Nonie K. (2010). Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers' text-reading fluency in English. Reading and Writing, 23(5), 475–494. https://doi.org/10.1007/s11145-009-9168-8
Geva, Esther, & Verhoeven, Ludo. (2000). Introduction: The development of second language reading in primary children–Research issues and trends [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 261–266.
Karolij, Edeltraud, & Nehr, Monika. (1996). Schriftspracherwerb unter Bedingungen der Mehrsprachigkeit [Acquisition of written language under conditions of multilingualism]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1191–1205). Berlin; New York: De Gruyter.
Leikin, Mark, Schwartz, Mila, & Share, David L. (2010). General and specific benefits of bi-literate bilingualism: A Russian–Hebrew study of beginning literacy [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 269–292. https://doi.org/10.1007/s11145-009-9210-x
Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
Nakamoto, Jonathan, Lindsey, Kim A., & Manis, Franklin R. (2012). Development of reading skills from K-3 in Spanish-speaking English language learners following three programs of instruction. Reading and Writing, 25(2), 537–567. https://doi.org/10.1007/s11145-010-9285-4
Nakamura, Pooja R., Koda, Keiko, & Joshi, R. Malatesha. (2014). Biliteracy acquisition in Kannada and English: A developmental study [Special issue: Reading and writing: Insights from the alphasyllabaries of South and Southeast Asia, edited by Sonali Nag & Charles A. Perfetti]. Writing Systems Research, 6(1), 132–147. https://doi.org/10.1080/17586801.2013.855620
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Schwartz, Mila, Geva, Esther, Share, David L., & Leikin, Mark. (2007). Learning to read in English as third language: The cross-linguistic transfer of phonological processing skills. Written Language & Literacy, 10(1), 25–52.
Schwartz, Mila, Leikin, Mark, & Share, David L. (2005). Bi-literate bilingualism versus mono-literate bilingualism: A longitudinal study of reading acquisition in Hebrew (L2) among Russian-speaking (L1) children [Special issue: Literacy processes and literacy, edited by Pieter Reitsma & Ludo Verhoeven]. Written Language & Literacy, 8(2), 179–206.
Schwartz, Mila, Share, David L., Leikin, Mark, & Kozminsky, Ely. (2008). On the benefits of bi-literacy: Just a head start in reading or specific orthographic insights? Reading and Writing, 21(9), 905–927. https://doi.org/10.1007/s11145-007-9097-3
Verhoeven, Ludo. (2000). Components in early second language reading and spelling [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 313–330. https://doi.org/10.1207/S1532799XSSR0404_4
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Wade-Woolley, Lesly, & Geva, Esther. (1999). Processing inflected morphology in second language word recognition: Russian-speakers and English-speakers read Hebrew [Special issue: Linguistic processes in reading across orthographies, edited by Esther Geva]. Reading and Writing: An Interdisciplinary Journal, 11(4), 321–343.
Zhang, Jie, Anderson, Richard C., Li, Hong, Dong, Qiong, Wu, Xinchun, & Zhang, Yan. (2010). Cross-language transfer of insight into the structure of compound words [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 311–336. https://doi.org/10.1007/s11145-009-9205-7
Verhoeven, Ludo. (1997). Acquisition of literacy by immigrant children. In Clotilde Pontecorvo (Ed.), Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6) (pp. 219–240). Amsterdam; Philadelpha: John Benjamins.Cited by2
Myhill, John. (2014). The effect of diglossia on literacy in Arabic and other languages. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 197–223). Dordrecht: Springer.
Verheyden, Lieve, Van den Branden, Kris, Rijlaarsdam, Gert, Van den Bergh, Huub, & De Maeyer, Sven. (2010). Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 20–38. https://doi.org/10.1111/j.1467-9817.2009.01430.x
Verhoeven, Ludo. (2000). Components in early second language reading and spelling [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 313–330. https://doi.org/10.1207/S1532799XSSR0404_4Cited by18
Bodé, Sylvie, Serres, Joyce, & Ugen, Sonja. (2009). Similarities and differences of Luxembourgish and Romanophone 12 year olds' spelling strategies in German and in French. Written Language & Literacy, 12(1), 82–96. https://doi.org/10.1075/wll.12.1.04bod
de Zeeuw, Marlies, Schreuder, Robert, & Verhoeven, Ludo T. W. (2015). Lexical processing of nominal compounds in first- and second-language learners across primary grades [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 133–156. https://doi.org/10.1080/17586801.2014.926806
Hickey, Tina. (2005). Second language writing systems: Minority languages and reluctant readers. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (pp. 398–423). Clevedon; Buffalo; Toronto: Multilingual Matters.
Hong, Su Chin, & Chen, Shu Hui. (2011). Roles of position, stress, and proficiency in L2 children's spelling: A developmental perspective. Reading and Writing, 24(3), 355–385. https://doi.org/10.1007/s11145-009-9216-4
Koda, Keiko. (2005). Learning to read across writing systems: Transfer, metalinguistic awareness, and second-language reading development. In Vivian Cook & Benedetta Bassetti (Eds.), Second language writing systems (Second Language Acquisition 11) (311–334). Clevedon; Buffalo; Toronto: Multilingual Matters.
Koda, Keiko. (2009). Learning to read in new writing systems. In Michael H. Long & Catherine J. Doughty (Eds.), The handbook of language teaching. Blackwell Publishing.
Lesaux, Nonie K., Lipka, Orly, & Siegel, Linda S. (2006). Investigating cognitive and linguistic abilities that influence the reading comprehension skills of children from diverse linguistic backgrounds [Special issue: Reading comprehension - Part II]. Reading and Writing, 19(1), 99–131. https://doi.org/10.1007/s11145-005-4713-6
Nakamura, Pooja, Joshi, R. Malatesha, & Ji, Xuejun Ryan. (2019). Biliteracy spelling acquisition in akshara and English. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 103–117). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_6
Netten, Andrea, Droop, Mienke, & Verhoeven, Ludo. (2011). Predictors of reading literacy for first and second language learners [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 413–425. https://doi.org/10.1007/s11145-010-9234-2
Reddy, Pooja P., & Koda, Keiko. (2013). Orthographic constraints on phonological awareness in biliteracy development. Writing Systems Research, 5(1), 110–130. https://doi.org/10.1080/17586801.2012.748639
Sun-Alperin, M. Kendra, & Wang, Min. (2011). Cross-language transfer of phonological and orthographic processing skills from Spanish L1 to English L2. Reading and Writing, 24(5), 591–614. https://doi.org/10.1007/s11145-009-9221-7
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Verhoeven, Ludo, & van Elsäcker, Willy. (2016). Home and school predictors of reading achievement in linguistically diverse learners in the intermediate primary grades. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 65–76). Cham: Springer.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Yuan, Han, Segers, Eliane, & Verhoeven, Ludo. (2020). Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers. Written Language & Literacy, 23(1), 109–128. https://doi.org/10.1075/wll.00035.yua
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28(3), 425–439. https://doi.org/10.1017/S0142716407070233Cited by6
Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
Mirza, Amna, & Gottardo, Alexandra. (2019). Learning to read in their heritage language: Hindi-English speaking children reading two different orthographies. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 329–351). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_17
Raynolds, Laura B., & Uhry, Joanna K. (2010). The invented spellings of non-Spanish phonemes by Spanish–English bilingual and English monolingual kindergarteners. Reading and Writing, 23(5), 495–513. https://doi.org/10.1007/s11145-009-9169-7
Silvén, Maarit, & Rubinov, Evgenia. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 385–414. https://doi.org/10.1007/s11145-009-9206-6
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Yuan, Han, Segers, Eliane, & Verhoeven, Ludo. (2020). Factors affecting L2 phonological awareness in Chinese-Dutch preschoolers. Written Language & Literacy, 23(1), 109–128. https://doi.org/10.1075/wll.00035.yua
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.Cited by1
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
Verhoeven, Ludo. (2017b). Learning to read in a second language. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 215–234). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
Verhoeven, Ludo (Ed.). (1994). Functional literacy: Theoretical issues and educational implications. Amsterdam: John Benjamins.Cited by5
Arnbak, Elisabeth. (2004). When are poor reading skills a threat to educational achievement? Reading and Writing: An Interdisciplinary Journal, 17(5), 459–482.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Herbert, Pat, & Robinson, Clinton. (1999). Another language, another literacy? Evidence from Africa. Written Language & Literacy, 2(2), 247–266.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Verhoeven, Ludo. (1994a). Demographics of literacy. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 767–779). Berlin; New York: De Gruyter.
Verhoeven, Ludo, Aparici, Melina, Cahana-Amitay, Dalia, van Hell, Janet, Kriz Sarah, & Viguié-Simon, Anne. (2002). Clause packaging in writing and speech: A cross-linguistic developmental analysis [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 135–161.Cited by5
Aparici, Melina, Rosado, Elisa, & Perera, Joan. (2016). Later development of relative clauses across discourse genres and modalities of production. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 201–225). Cham: Springer.
Berman, Ruth A., & Verhoeven, Ludo. (2002). Cross-linguistic perspectives on the development of text-production abilities: Speech and writing [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 1), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(1), 1–43. https://doi.org/10.1075/wll.5.1.02ber
Brandes, Gilad, & Ravid, Dorit. (2019). The development of adverbial clause functions in Hebrew narrative and expository writing across adolescence. Written Language & Literacy, 22(1), 130–158. https://doi.org/10.1075/wll.00022.bra
Salas, Naymé, Llauradó, Anna, Castillo, Cristina, Taulé, Mariona, & Martí, M. Antònia. (2016). Linguistic correlates of text quality from childhood to adulthood. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 307–326). Cham: Springer.
Tolchinsky, Liliana, Johansson, Victoria, & Zamora, Anita. (2002). Text openings and closings in writing and speech: Autonomy and differentiation [Special issue: Cross-linguistic perspectives on the development of text-production abilities in speech and writing (Part 2), edited by Ruth A. Berman & Ludo Verhoeven]. Written Language & Literacy, 5(2), 219–253.
Verhoeven, Ludo, Baayen, R. Harald, & Schreuder, Robert. (2004). Orthographic constraints and frequency effects in complex word identification [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 49–59.Cited by2
Carlisle, Joanne F., & Katz, Lauren A. (2006). Effects of word and morpheme familiarity on reading of derived words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 669–693. https://doi.org/10.1007/s11145-005-5766-2
Rahbari, Noriyeh, & Sénéchal, Monique. (2009). Lexical and nonlexical processes in the skilled reading and spelling of Persian. Reading and Writing, 22(5), 511–530. https://doi.org/10.1007/s11145-008-9122-1
Verhoeven, Ludo, & Carlisle, Joanne F. (2006). Introduction to the special issue: Morphology in word identification and word spelling [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 643–650. https://doi.org/10.1007/s11145-006-9010-5Cited by3
de Zeeuw, Marlies, Schreuder, Robert, & Verhoeven, Ludo T. W. (2015). Lexical processing of nominal compounds in first- and second-language learners across primary grades [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 133–156. https://doi.org/10.1080/17586801.2014.926806
Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
Yassin, Rana, Share, David L., & Shalhoub-Awwad, Yasmin. (2020). Learning to spell in Arabic: The impact of script-specific visual-orthographic features. Frontiers in Psychology, 11:2059. https://doi.org/10.3389/fpsyg.2020.02059
Verhoeven, L., & Perfetti, C. A. (2003). Introduction to this special issue: The role of morphology in learning to read. Scientific Studies of Reading, 7, 209–217. https://doi.org/10.1207/S1532799XSSR0703_1Cited by10
Cho, Jeung-Ryeul. (2018). Cognitive-linguistic skills and reading and writing in Korean Hangul, Chinese Hanja, and English among Korean children. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 391–410). Amsterdam: John Benjamins.
Geva, Esther, & Shafman, Dana. (2010). Rudiments of inflectional morphology skills in emergent English–Hebrew biliterates. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 191–204). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_14
Kieffer, Michael J., & Lesaux, Noneie K. (2008). The role of derivational morphology in the reading comprehension of Spanish-speaking English language learners. Reading and Writing, 21(8), 783–804. https://doi.org/10.1007/s11145-007-9092-8
Saiegh-Haddad, E., & Geva, Esther. (2008). Morphological awareness, phonological awareness, and reading in English–Arabic bilingual children. Reading and Writing, 21(5), 481–504. https://doi.org/10.1007/s11145-007-9074-x
Sampson, Geoffrey. (2015). Writing systems (Second edition). Sheffield, UK: Equinox Publishing. [1985, First edition, Writing systems: A linguistic introduction. Stanford, CA: Stanford University Press; 1987, Reprinted with corrections]
Shuai, Lan, Frost, Stephen J., Landi, Nicole, Mencl, W. Einar, & Pugh, Kenneth. (2019). Neurocognitive markers of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 277–306). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.013
Silvén, Maarit, & Rubinov, Evgenia. (2010). Language and preliteracy skills in bilinguals and monolinguals at preschool age: Effects of exposure to richly inflected speech from birth. [Special issue: Acquiring reading in two languages, edited by Elinor Saiegh-Haddad & Esther Geva]. Reading and Writing, 23(3/4), 385–414. https://doi.org/10.1007/s11145-009-9206-6
Verhoeven, Ludo, & Carlisle, Joanne F. (2006). Introduction to the special issue: Morphology in word identification and word spelling [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 643–650. https://doi.org/10.1007/s11145-006-9010-5
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.Cited by2
Ahlberg, Aija Katriina. (2020). How abugida readers learn alphabetic literacy skills: The role of phonological awareness in the transfer process in the Konso language, Southwest Ethiopia (JYU Dissertations 237). Jyväskylä: University of Jyväskylä. http://urn.fi/URN:ISBN:978-951-39-8188-4
Fendel, Victoria. (2021). A small step for a man, a giant leap for a aeople—The Coptic language. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 775–786). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-fend
Verhoeven, Ludo, & Perfetti, Charles (Eds). (2017). Learning to read across languages and writing systems. Cambridge: Cambridge University Press.Cited by9
Chang, Li-Yun, Chen, Yen-Chi, & Perfetti, Charles A. (2018). GraphCom: A multidimensional measure of graphic complexity applied to 131 written languages. Behavior Research Methods, 50(1), 427–449. https://doi.org/10.3758/s13428-017-0881-y
Chang, Li-Yun, & Perfetti, Charles A. (2018). Visual factors in writing system variation: Measurement and implications for reading. In Hye K. Pae (Ed.), Writing systems, reading processes, and cross-linguistic influences: Reflections from the Chinese, Japanese and Korean languages (Bilingual Processing and Acquisition 7) (pp. 49–72). Amsterdam: John Benjamins.
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
Landerl, Karin. (2019). Behavioral precursors of developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 229–252). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.011
Perfetti, Charles, Pugh, Kenneth, & Verhoeven, Ludo. (2019). Developmental dyslexia across languages and writing systems: The big picture. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 441–461). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.020
Share, David L. (2014). Alphabetism in reading science. Frontiers in Psychology, 5(752). https://doi.org/10.3389/fpsyg.2014.00752
Share, David L. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth (Eds.). (2019). Developmental dyslexia across languages and writing systems. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377Cited by1
Share, David L. (2020). Extricating reading science from entrenched anglocentricism, eurocentricism, and alphabetism and embracing global diversity: A personal journey. International Journal for Research in Learning Disabilities, 4(2), 3–14. https://doi.org/10.28987/ijrld.4.2.3
Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
Verhoeven, Ludo, Schreuder, Robert, & Haarman, Vera. (2006). Prefix identification in the reading of Dutch bisyllabic words [Special issue: Morphology in word identification, edited by Ludo Verhoeven & Joanne F. Carlisle]. Reading and Writing, 19(7), 651–668. https://doi.org/10.1007/s11145-005-1912-0Cited by3
de Zeeuw, Marlies, Schreuder, Robert, & Verhoeven, Ludo T. W. (2015). Lexical processing of nominal compounds in first- and second-language learners across primary grades [Special issue: Reading morphologically complex words in a second language, edited by Min Wang & Ludo Verhoeven]. Writing Systems Research, 7(2), 133–156. https://doi.org/10.1080/17586801.2014.926806
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
Verhoeven, Ludo, & van Elsäcker, Willy. (2016). Home and school predictors of reading achievement in linguistically diverse learners in the intermediate primary grades. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 65–76). Cham: Springer.
Verhoeven, L., & van Leeuwe, J. (2008). Prediction of the development of reading comprehension: A longitudinal study. Applied Cognitive Psychology, 22, 407–423. https://doi.org/10.1002/acp.1414Cited by13
Cain, Kate, & Barnes, Marcia A. (2017). Reading comprehension: What develops and when? In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 257–281). Amsterdam; Philadelphia: John Benjamins.
Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
Durgunoğlu, Aydin Yücesa. (2017). Learning to read Turkish. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 437–454). Cambridge: Cambridge University Press.
Gottardo, Alexandra, Javier, Christine, Farnia, Fataneh, Mak, Lorinda, & Geva, Esther. (2014). Bidirectional cross-linguistic relations of first and second language skills in reading comprehension of Spanish-speaking English learners [Special issue: Cross-linguistic transfer in reading in multilingual context - recent research trends, edited by Elena Zaretsky & Mila Schwartz]. Written Language & Literacy, 17(1), 62–88. https://doi.org/10.1075/wll.17.1.04got
Morales Silva, Silvia, Verhoeven, Ludo, & van Leeuwe, Jan. (2011). Socio-cultural variation in reading comprehension development among fifth graders in Peru. Reading and Writing, 24(8), 951–969. https://doi.org/10.1007/s11145-010-9242-2
Oakhill, Jane, & Cain, Kate. (2017). Children with specific text comprehension problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 359–375). Amsterdam; Philadelphia: John Benjamins.
Ouellette, Gene, & Beers, Ashley. (2010). A not-so-simple view of reading: How oral vocabulary and visual-word recognition complicate the story. Reading and Writing, 23(2), 189–208. https://doi.org/10.1007/s11145-008-9159-1
Perfetti, Charles, & Verhoeven, Ludo. (2017). Epilogue: Universals and particulars in learning to read across seventeen orthographies. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 455–466). Cambridge: Cambridge University Press.
Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
Stafura, Joseph Z., & Perfetti, Charles A. (2017). Integrating word processing with text comprehension: Theoretical frameworks and empirical examples. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 9–31). Amsterdam; Philadelphia: John Benjamins.
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Verhoeven, Ludo, Reitsma, Pieter, & Siegel, Linda S. (2011). Cognitive and linguistic factors in reading acquisition [Special issue: Cognitive and linguistic factors in reading acquisition, edited by Ludo Verhoeven, Pieter Reitsma & Linda Siegel]. Reading and Writing, 24(4), 387–394. https://doi.org/10.1007/s11145-010-9232-4
Verhoeven, L., & van Leeuwe, J. (2009). Modeling the growth of word-decoding skills: Evidence from Dutch. Scientific Studies of Reading, 13, 205–223. https://doi.org/10.1080/10888430902851356Cited by6
Steenbeek-Planting, Esther G., van Bon, Wim H. J., & Schreuder, Robert. (2017). Instability of word reading errors of typical and poor readers. Written Language & Literacy, 20(2), 147–169. https://doi.org/10.1075/wll.00002.ste
van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
Verhoeven, Ludo. (2019). Developmental dyslexia in Dutch. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 73–95). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.004
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Verhoeven, L., van Leeuwe, J., & Vermeer, A. (2011). Vocabulary growth and reading development across the elementary school years. Scientific Studies of Reading, 15(1), 8–25. https://doi.org/10.1080/10888438.2011.536125Cited by8
Cain, Kate, Compton, Donald L., & Parrila, Rauno K. (2017c). Introduction to reading comprehension. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 237–238). Amsterdam; Philadelphia: John Benjamins.
Connor, Carol McDonald. (2016a). Using cognitive development research to inform literacy instruction and improve practice in the classroom. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 166–185). London; New York: Routledge.
Oakhill, Jane, & Cain, Kate. (2017). Children with specific text comprehension problems. In Kate Cain, Donald L. Compton, & Rauno K. Parrila (Eds.), Theories of reading development (Studies in Written Language and Literacy 15) (pp 359–375). Amsterdam; Philadelphia: John Benjamins.
Tellings, Agnes E. J. M., & Penning de Vries, Bart. (2020). Connective frequencies in child-directed texts: A corpus analysis in comparison to theorized orders of connective acquisition and to connective frequencies in adult-directed texts. Written Language & Literacy, 23(1), 59–91. https://doi.org/10.1075/wll.00033.tel
van de Sande, Eva, Segers, Eliane, & Verhoeven, Ludo. (2017). How executive control predicts early reading development. Written Language & Literacy, 20(2), 170-193. https://doi.org/10.1075/wll.00003.san
Verhoeven, Ludo. (2017a). Learning to read Dutch. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 322–346). Cambridge: Cambridge University Press.
Verhoeven, Ludo, & Perfetti, Charles. (2017). Introduction: Operating principles in learning to read. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 1–30). Cambridge: Cambridge University Press.
Verhoeven, Ludo, Perfetti, Charles, & Pugh, Kenneth. (2019). Introduction: Developmental dyslexia – A cross-linguistic perspective. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 1–22). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.001
Verma, Thakur Prasad. (1971). The palaeography of Brahmi script in North India, from c. 236 BC to c. 200 AD. Varanasi: Siddharth Prakashan.Cited by7
Bhatia, Tej K. (2003). The Gurmukhi script and other writing systems of Punjab: History, structure and identity. In Peri Bhaskararao (Ed.), Working papers for the International Symposium on Indic Scripts: Past and Future. (pp. 181–213). Tokyo: Research Institute of the Language Cultures of Asia and Africa, Tokyo University of Foreign Studies.
Bright, William. (1994). Evolution of the Indian writing system. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 322–328). Berlin; New York: De Gruyter.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Gaur, Albertine. (2000). Literacy and the politics of writing. Bristol; Portland, OR: Intellect Books.
Pandey, Krishna Kumar, & Jha, Smita. (2019). Tracing the identity and ascertaining the nature of Brahmi-derived Devanagari script. Acta Linguistica Asiatica, 9(1), 59–73. https://doi.org/10.4312/ala.9.1.59-73
Patel, Purushottam G. (1995). Brahmi scripts, Orthographic units and reading acquisition. In Insup Taylor & David R. Olson (Eds.), Scripts and literacy: Reading and learning to read alphabets, syllabaries and characters (Neuropsychology and Cognition 7) (pp. 265–275). Dordrecht; Boston; London: Kluwer Academic Publishers.
Srivastava, Anupama. (1998). The development of imperial Gupta Brāhmī script (The Heritage of Ancient India 35). New Delhi: Ramanand Vidya Bhawan.
Vernon, M. D. (1931). The experimental study of reading. Cambridge: Cambridge University Press.Cited by4
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Pugh, A. K. (1979). Styles and strategies in silent reading. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 1 (pp. 431–443). New York; London: Plenum Press.
Shanahan, Timothy. (2005). Gaining perspective through science: A history of research synthesis in reading. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Eds.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 193–210). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Venezky, Richard L. (2006). Foundations for studying basic processes in reading. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 7359–758). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Vernon, M. D. (1957). Backwardness in reading. Cambridge: Cambridge University Press.Cited by4
Cassar, Marie, Treiman, Rebecca, Moats, Louisa, Pollo Tatiana Cury, & Kessler, Brett. (2005). How do the spellings of children with dyslexia compare with those of nondyslexic children? Reading and Writing, 18(1), 27–49. https://doi.org/10.1007/s11145-004-2345-x
Frith, Uta (Ed.). (1980). Cognitive processes in spelling. London; New York: Academic Press.
Shankweiler, Donald, & Liberman, Isabelle Y. (1972). Misreading: A search for causes. In James F. Kavanagh & Ignatius G. Mattingly (Eds.), Language by ear and by eye: The relationships between speech and reading (pp. 293–317). Cambridge, MA; London: The MIT Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Vernon, Sofía A. (2016). Syllabic processes in the initial stages of writing development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 93–108). Cham: Springer.
Vernon, Sofía A., & Alvarado, Mónica. (2010). Introduction [Special issue: Developmental aspects of written language, edited by Sofía A. Vernon & Mónica Alvarado]. Written Language & Literacy, 13(2), 181–182. https://doi.org/10.1075/wll.13.2.00int
Vernon, Sofía A., Calderón, Gabriela, & Castro, Luis. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 101–118.Cited by1
Vernon, Sofía A. (2016). Syllabic processes in the initial stages of writing development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 93–108). Cham: Springer.
Vernon, S. A., & Ferreiro, E. (1999). Writing development: A neglected variable in the consideration of phonological awareness. Harvard Educational Review, 69(4), 395–415. https://doi.org/10.17763/haer.69.4.p411667586738x0wCited by10
Both-de Vries, Anna C., & Bus, Adriana G. (2010a). It's all in the name. In Dorit Aram & Ofra Korat (Eds.), Literacy development and enhancement across orthographies and cultures (Literacy Studies 2) (pp. 3–15). New York: Springer. https://doi.org/10.1007/978-1-4419-0834-6_1
Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
Kim, Young-Suk, & Pallante, Daniel. (2012). Predictors of reading skills for kindergartners and first grade students in Spanish: A longitudinal study. Reading and Writing, 25(1), 1–22. https://doi.org/10.1007/s11145-010-9244-0
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Pollo, Tatiana Cury, Treiman, Rebecca, & Kessler, Brett. (2008). Three perspectives on spelling development. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 175–189). New York; London. Lawrence Erlbaum Associates.
Stavans, Anat. (2015). Monolingual and multilingual discrimination of written sequences' readability. Writing Systems Research, 7(1), 108–127. https://doi.org/10.1080/17586801.2014.898574
Stavans, Anat, Seroussi, Batia, Rigbi, Amihai, & Zadunaisky-Ehrlich, Sara. (2020). The contribution of reading abilities to the writing quality of expository text structure in Hebrew speaking elementary school children. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 123–145). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_8
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Vernon, Sofía A. (2016). Syllabic processes in the initial stages of writing development. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 93–108). Cham: Springer.
Vernon, Sofía A., Calderón, Gabriela, & Castro, Luis. (2004). The relationship between phonological awareness and writing in Spanish-speaking kindergartners [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 101–118.
Vernus, Pascal. (2015). Ecriture hiéroglyphique égyptienne et écriture protosinaïtique: Une typologie comparée acrophonie «forte» et acrophonie «+ifaible». In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 142–175). Newcastle upon Tyne: Cambridge Scholars Publishing.Cited by2
Boyes, Philip J., & Steele, Philippa M. (Eds). (2020). Understanding relations between scripts II: Early alphabets. (Contexts of and Relations between Early Writing Systems (CREWS) 1). Oxford; Philadelphia: Oxbow Books.
Goldwasser, Orly. (2015). The invention of the alphabet: On “lost papyri” and the Egyptian “alphabet”. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 124–141). Newcastle upon Tyne: Cambridge Scholars Publishing.
Véronis, J. (1986). Etude quantitative sir le système graphique et phono-graphique du français. Cahier de Psychologie Cognitive/ European Bulletin of Cognitive Psychology, 6, 501–553.Cited by4
Borgwaldt, Susanne R., & de Groot, Annette M. B. (2002). Beyond the rime: Measuring the consistency of monosyllabic and polysyallabic words. In Martin Neef, Anneke Neijt, & Richard Sproat (Eds.), The relation of writing to spoken language (Linguistische Arbeiten, 460) (pp. 49–69). Tübingen: Max Niemeyer Verlag.
Borgwaldt, Susanne R., Hellwig, Frauke M., & de Groot, Annette M. B. (2004). Word-initial entropy in five languages: Letter to sound, and sound to letter. [Special issue: From letter to sound, edited by Martin Neef & Beatrice Primus]. Written Language & Literacy, 7(2), 165–184.
Jaffré, Jean-Pierre, & Fayol, Michel. (2006). Orthography and literacy in French. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 81–103). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Sprenger-Charolles, Liliane, & Béchennec, Danielle. (2004). Variability and invariance in learning alphabetic orthographies: From linguistic description to psycholinguistic processing [Special issue: Process and acquisition of written language, edited by Robert Schreuder & Ludo Verhoeven]. Written Language & Literacy, 7(1), 9–33.
Verstaen, A., Humphreys, G. W, Olson, A., & D'Ydewalle, G. (1995). Are phonemic effects in backward masking evidence for automatic prelexical phonemic activation in visual word recognition? Journal of Memory and Language, 34, 335–356.Cited by6
Berent, Iris, & Van Orden, Guy C. (2000). Homophone dominance modulates the phonemic-masking effect. Scientific Studies of Reading, 4(2), 133–167.
Berent, Iris, & Van Orden, Guy C. (2003). Do null phonemic masking effects reflect strategic control of phonology? Reading and Writing: An Interdisciplinary Journal, 16(4), 349–376.
Grainger, Jonathan, & Ziegler, Johannes C. (2008). Cross-code consistency in a functional architecture for word recognition. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 129–157). New York; London. Lawrence Erlbaum Associates.
Halderman, Laura K., Ashby, Jane, & Perfetti, Charles A. (2012). Phonology: An early and integral role in identifying words. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 207–228). London: Psychology Press.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Tan, Li-Tan, & Perfetti, Charles A. (1998). Phonological codes as early sources of constraint in Chinese word identification: A review of current discoveries and theoretical accounts [Special issue: Cognitive processing of the Chinese and the Japanese languages, edited by Che Lan Leong & Katsuo Tamaoka]. Reading and Writing: An Interdisciplinary Journal, 10(3/5), 165–200. https://doi.org/10.1023/A:1008086231343 [Also published in Che Kan Leong & Katsuo Tamaoka (Eds.), Cognitive processing of the Chinese and the Japanese languages (pp. 11–46). Dordrecht: Kluwer Academic Publishers]
Versteegh, Kees. (1997). The Arabic language. Edinburgh: Edinburgh University Press.Cited by12
Bondarev, Dmitry. (2019). Introduction: Orthographic polyphony in Arabic script. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 1–37). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-001
Daniels, Peter T. (2001). Writing systems. In Mark Aronoff & Janie Rees-Miller (Eds.), The handbook of linguistics (pp. 43–80). Malden, MA; Oxford: Blackwell. [2017, Second edition, (pp. 75–94)]
Daniels, Peter T. (2009a). Grammatology. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 25–45). Cambridge: Cambridge University Press.
Daniels, Peter T. (2018). An exploration of writing. Sheffield: Equinox Publishing.
Everett, Nicholas. (2009). Literacy from late antiquity to the early middle ages, c. 300–800 AD. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 362–385). Cambridge: Cambridge University Press.
Houston, Stephen D. (Ed.). (2012). The shape of script: How and why writing systems change (School for Advanced Research Advanced Seminar Series). Santa Fe, NM: School for Advanced Research Press.
La Spisa, Paolo. (2019). Cross palaeographic traditions. Some examples from old Christian Arabic sources. In Dmitry Bondarev, Alessandro Gori, & Lameen Souag (Eds.), Creating standards: Interactions with Arabic script in 12 manuscript cultures (Studies in Manuscript Cultures 16) (pp. 93–109). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110639063-004
Rogers, Henry. (2005). Writing systems: A linguistic approach (Blackwell Textbooks in Linguistics 18). Malden, MA; Oxford: Blackwell Publishing.
Saiegh-Haddad, Elinor. (2017). Learning to read Arabic. In Ludo Verhoeven & Charles Perfetti (Eds.), Learning to read across languages and writing systems (pp. 127–154). Cambridge: Cambridge University Press.
Saiegh-Haddad, Elinor, & Henkin-Roitfarbm Roni. (2014). The structure of Arabic language and orthography. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 3–28). Dordrecht: Springer.
Tahan, Sandy, Cline, Tony, & Messaoud-Galusi, Souhila. (2011). The relationship between language dominance and pre-reading skills in young bilingual children in Egypt [Special issue: Literacy acquisition in Arabic, edited by Abdessatar Mahfoudhi, John Everatt & Gad Elbeheri]. Reading and Writing, 24(9), 1061–1087. https://doi.org/10.1007/s11145-011-9301-3
Thonhauser, Ingo. (2003). “Written language but easily to use!”: Perceptions of continuity and discontinuity between written/oral modes in the Lebanese context of biliteracy and diglossia. Written Language & Literacy, 6(1), 93–110.
Versteegh, Kees. (2014). A remarkable document in Arabic-Afrikaans: The election pamphlet of 1884. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 365–380). Leiden; Boston: Brill.
Véry, Dalma. (2021). Mutable imagination: Typography and textual space in print and digital layouts. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 241–257). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-very
Vieiro, Pilar, & García-Madruga, Juan A. (1997). An analysis of story comprehension through spoken and written summaries in school-age children. Reading and Writing: An Interdisciplinary Journal, 9(1), 41–53.
Vierke, Clarissa. (2014). Akhi patia kalamu: Writing Swahili poetry in Arabic script. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 319–339). Leiden; Boston: Brill.Cited by1
Donnelly, Kevin. (2021). Digitising Swahili in Arabic script with Andika! In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part II (Grapholinguistics and its applications 5) (pp. 963–984). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-donn
Viitanen, Eeva-Maria, & Nissin, Laura. (2017). Campaigning for votes in ancient Pompeii: Contextualizing electoral Programmata. In Irene Berti, Katharina Bolle, Fanny Opdenhoff, & Fabian Stroth (Eds.), Writing matters: Presenting and perceiving monumental inscriptions in antiquity and the middle ages (Materiale Textkulturen 14) (pp. 117–144). Berlin; Boston: Walter de Gruyter. https://doi.org/10.1515/9783110534597-006
Vilageliu, Olga Soler, & Kandel, Sonia. (2012). A longitudinal study of handwriting skills in pre-schoolers: The acquisition of syllable oriented programming strategies. Reading and Writing, 25(1), 151–162. https://doi.org/10.1007/s11145-010-9251-1Cited by1
Lindgren, Eva, Knospe, Yvonne, & Sullivan, Kirk P. H. (2019). Researching writing with observational logging tools from 2006 to the present. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 1–29). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_002
Vilageliu, Olga Soler, Lasheras, Cristina Sotoca, Ramis, Yago, & Castellà, Judit. (2016). Development of literacy and notational knowledge: Prediction of literacy development difficulties through graphomotor measures in grade 1. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 77–92). Cham: Springer.
Villa, Laura. (2015). Official orthographies, spelling debates and nation-building projects after the fall of the Spanish Empire [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 228–247. doi 10.1075/wll.18.2.03vil
Villa, Laura, & Vosters, Rik. (2015). Language ideological debates over orthography in European linguistic history [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 201–207. doi 10.1075/wll.18.2.01vil
Vincent, Christopher N. (1980). Pictorial recognition and teaching the blind to draw. In Paul A. Kolers, Merald E. Wrolstad, & Herman Bouma (Eds.), Processing of visible language: Volume 2 (pp. 459–471). New York; London: Plenum Press.
Vincent, D. (2000). The rise of mass literacy: Reading and writing in modern Europe. Cambridge: Polity Press.Cited by5
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
Steedman, Carolyn. (2009). Literacy, reading, and concepts of the self. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 221–241). Cambridge: Cambridge University Press.
van Holthoon, Frits. (2009). Literacy, modernization, the intellectual community, and civil society in the Western world. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 431–448). Cambridge: Cambridge University Press.
Winskel, Heather, & Padakannaya, Prakash (Eds.). (2014). South and Southeast Asian psycholinguistics. Cambridge: Cambridge University Press.
Vinckier, F., Dehaene, S., Jobert, A., Dubus, J. P., Sigman, M., & Cohen, L. (2007). Hierarchical coding of letter strings in the ventral stream: Dissecting the inner organizationof the visual word-form system. Neuron, 55(1), 143–156. http://dx.doi.org/10.1016/j.neuron.2007.05.031Cited by7
Bouhali, Florence, Thiebaut de Schotten, Michel, Pinel, Philippe, Poupon, Cyril, Mangin, Jean-François, Dehaene, Stanislas, & Cohen, Laurent. (2014). Anatomical connections of the visual word form area. The Journal of Neuroscience, 34(46), 15402–15414. https://doi.org/10.1523/JNEUROSCI.4918-13.201
Dehaene, Stanislas. (2009). Reading in the brain: The science and evolution of a human invention. New York: Viking.
Englehardt, Joshua (Ed.). (2012). Agency in ancient writing. Boulder, CO: University Press of Colorado.
Eviatar, Zohar, & Ibrahim, Raphiq. (2014). Why is it hard to read Arabic? In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 77–96). Dordrecht: Springer.
Grainger, Jonathan, & Hannagan, Thomas. (2014). What is special about orthographic processing? [Special issue: The architecture of writing systems, edited by Kristian Berg, Franziska Buchmann & Nanna Fuhrhop]. Written Language & Literacy, 17(2), 225–252. doi 10.1075/wll.17.2.03gra
Hoeft, Fumiko, & Wang, Cheng. (2019). Intergenerational transmission in developmental dyslexia. In Ludo Verhoeven, Charles Perfetti, & Kenneth Pugh (Eds.), Developmental dyslexia across languages and writing systems (pp. 413–438). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108553377.019
Sibley, Daragh E., & Kello, Christopher T. (2012). Learned orthographic representations facilitates large-scale modeling of word recognition. In James S. Adelman (Ed.), Visual word recognition volume 1: Models and methods, orthography and phonology (Current Issues in the Psychology of Language) (pp. 28–51). London: Psychology Press.
Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.Cited by1
Antos, Gerd. (1996). Die Produktion schriftlicher Texte [The production of written texts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1527–1535). Berlin; New York: De Gruyter.
Virolleaud, Charles. (1929). Les inscriptions cunéiformes de Ras Shamra. Syria, 10, 304–310.Cited by3
Daniels, Peter T. (1996d). Methods of decipherment. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 141–159). New York; Oxford: Oxford University Press.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Virolleaud, Charles. (1931). Le déchiffrement des tablettes alphabétiques de Ras Shamra. Syria, 12, 15–23.Cited by4
Daniels, Peter T. (1996d). Methods of decipherment. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 141–159). New York; Oxford: Oxford University Press.
Daniels, Peter T. (2020). The decipherment of ancient Near Eastern languages. In Rebecca Hasselbach-Andee (Ed.), A companion to ancient Near Eastern languages (pp. 3–25). Hoboken: John Wiley & Sons.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
Segert, Stanislav. (1983). Decipherment of forgotten writing systems: Two different approaches. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 131–156). Berlin; New York; Amsterdam: Mouton Publishers.
Vitrano-Wilson, Seth. (2016). Reading syllable-spaced versus word-spaced text in Hmong Daw: Breaking up isn't so hard to do. Writing Systems Research, 8(2), 234–256. https://doi.org/10.1080/17586801.2016.1225562Cited by1
Roberts, David, & Walter, Stephen L. (Eds.). (2021). Tone orthography and literacy: The voice of evidence in ten Niger-Congo languages (Studies in Written Language and Literacy 18). Amsterdam; Philadelphia: John Benjamins. https://doi.org/10.1075/swll.18
Vitrano-Wilson, Seth. (2018). Tai Dam orthographies: Multigraphia, mismatching tones, and mutual borrowing of tone marking devices among three scripts. Written Language & Literacy, 21(2), 198–237. https://doi.org/10.1075/wll.00015.vitCited by1
Vitrano-Wilson, Seth, Gehrmann, Ryan, Miller, Carolyn, & Xaiyavong, Cheung. (2018). Tone marks as vowel diacritics in two scripts: Repurposing tone marks for non-tonal phenomena in Cado and other Southeast Asian languages. Writing Systems Research, 10(1), 43–67. https://doi.org/10.1080/17586801.2018.1493409
Vitrano-Wilson, Seth, Gehrmann, Ryan, Miller, Carolyn, & Xaiyavong, Cheung. (2018). Tone marks as vowel diacritics in two scripts: Repurposing tone marks for non-tonal phenomena in Cado and other Southeast Asian languages. Writing Systems Research, 10(1), 43–67. https://doi.org/10.1080/17586801.2018.1493409
Vitu, F., McConkie, G. W., Kerr, P., & O'Regan, J. K. (2001). Fixation location effects on fixation durations during reading: An inverted optimal viewing position effect. Vision Research, 41, 3513–3533.Cited by9
Heister, Julian, Würzner, Kay-Michael, & Kliegl, Reinhold. (2012). Analysing large datasets of eye movements during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 102–130). London: Psychology Press.
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rayner, Keith, & Pollatsek, Alexander. (2006). Eye-movement control in reading. In Matthew J. Traxler & Morton A. Gernsbacher (Eds.), Handbook of psycholinguistics (Second edition) (pp. 613–657). Amsterdam: Academic Press.
Rayner, Keith, Pollatsek, Alexander, Ashby, Jane, & Clifton, Charles Jr. (2012). Psychology of reading (Second edition). New York; Hove: Pyschological Press. [1989, First edition, Rayner, K., & Pollatsek, A. The psychology of reading. Englewood Cliffs, NJ: Prentice Hall]
Rayner, Keith, Reichle, Erik D., & Pollatsek, Alexander. (2006). Cognitive processes in reading: The E-Z Reader model of eyemovement control. In Sally Andrews (Ed.), From inkmarks to ideas: Current issues in lexical processing (pp. 122–148). Hove; New York: Psychology Press.
Reingold, Eyal M., Sheridan, Heather, & Reichle, Erik D. (2015). Direct lexical and nonlexical control of fixation duration in reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 261–276). New York: Oxford University Press.
Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
Shillcock, Richard. (2007). Eye movements and visual word recognition. In M. Gareth Gaskell (Ed.), The Oxford handbook of psycholinguistics (pp. 89–105). Oxford: Oxford University Press.
Snowling, Margaret J., & Hulme, Charles (Eds.). (2005). The science of reading: A handbook (Blackwell Handbooks of Developmental Psychology). Oxford: Blackwell Publishing.
Vitu, F., O'Regan, J. K., & Mittau, M. (1990). Optimal landing position in reading isolated words and continuous text. Perception & Psychophysics, 47(6), 583–600.Cited by8
Bijeljac-Babic, Ranka, Millogo, Victor, Farioli, Fernand, & Grainger, Jonathan. (2004). A developmental investigation of word length effects in reading using a new on-line word identification paradigm. Reading and Writing: An Interdisciplinary Journal, 17(4), 411–431.
Inhoff, Albrecht W., & Rayner, Keith. (1996). Das Blickverhalten beim Lesen [Eye movements during reading]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 942–957). Berlin; New York: De Gruyter.
Nazir, Tatjana A., & Huckauf, Anke. (2008). The visual skill “reading”. In Elena L. Grigorenko & Adam J. Naples (Eds.), Single-word reading: Behavioral and biological perspectives (New Directions in Communication Disorders Research: Integrative Approaches) (pp. 25–42). New York; London. Lawrence Erlbaum Associates.
Rayner, Keith. (2009). The 35th Sir Frederick Bartlett Lecture: Eye movements and attention during reading scene perception and visual search. The Quarterly Journal of Experimental Psychology, 62(8), 1457–1506. https://doi.org/10.1080/17470210902816461
Rayner, Keith, Schotter, Elizabeth R., Masson, Michael E. J., Potter, Mary C., & Treiman, Rebecca. (2016). So much to read, so little time: How do we read, and can speed reading help? Psychological Science in the Public Interest, 17(1), 4–34. doi10.1177/1529100615623267
Roschke, Kristy, & Radach, Ralph. (2016). Perception, reading, and digital media. In Carol McDonald Connor (Ed.), The cognitive development of reading and reading comprehension (pp. 33–52). London; New York: Routledge.
Schotter, Elizabeth R., & Rayner, Keith. (2012). Eye movements and word recognition during reading. In James S. Adelman (Ed.), Visual word recognition volume 2: Meaning and context, individuals and development (Current Issues in the Psychology of Language) (pp. 73–101). London: Psychology Press.
Schotter, Elizabeth R., & Rayner, Keith. (2015). The work of the eyes during reading. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 44–59). New York: Oxford University Press.
Voegelin, C. F., & Voegelin, F. M. (1961). Typological classification of systems with included, excluded and self-sufficient alphabets. Anthropological Linguistics, 3(1), 55–96.Cited by12
Basso, Keith H., & Anderson, Ned. (1977). A Western Apache writing system: The symbols of Silas John. In Joshua A. Fishman, (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 77–104). The Hague; Paris: Mouton.
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Coulmas, Florian. (1996b). Typology of writing systems. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1380–1387). Berlin; New York: De Gruyter.
Cruttenden, Alan. (2021). Writing systems and phonetics. London; New York: Routledge.
Daniels, Peter T. (1996b). The study of writing systems. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 3–17). New York; Oxford: Oxford University Press.
DeFrancis, John. (1989). Visible speech: The diverse oneness of writing systems. Honolulu, HI: University of Hawai‘i Press.
Elvira Astoreca, Natalia. (2021a). Early Greek alphabetic writing: A linguistic approach (Contexts of and Relations Between Early Writing Systems 5). Oxford; Philadelphia: Oxbow Books.
Glück, Helmut. (1994). Schriften im Kontakt [Writing systems in contact]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 745–766). Berlin; New York: De Gruyter.
Gnanadesikan, Amalia E. (2017). Towards a typology of phonemic scripts. Writing Systems Research, 9(1), 14–35. https://doi.org/10.1080/17586801.2017.1308239
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Kotei, S. I. A. (1977). The West African autochthonous alphabets: An exercise in comparative palaeography. In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (Contributions to the Sociology of Language 8) (pp. 55–73). The Hague; Paris: Mouton.
Voeste, Anja. (2007). Traveling through the lexicon: “Self-organized” spelling changes [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 89–102.Cited by3
Primus, Beatrice. (2008). [Book review: Anja Voeste, (2008), Orthographie und Innovation. Die Segmentierung des Wortes im 16. Jahrhundert]. Written Language & Literacy, 11(2), 237–240. https://doi.org/10.1075/wll.11.2.09pri
Rutten, Gijsbert, & van der Wal, Marijke. (2011). Local dialects, supralocal writing systems: The degree of orality of Dutch private letters from the seventeenth century. Written Language & Literacy, 14(2), 251–274. https://doi.org/10.1075/wll.14.2.04rut
Voeste, Anja. (2012). The emergence of suprasegmental spellings in German. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 167–191). Berlin; Boston: De Gruyter Mouton.
Voeste, A. (2008). Orthographie und Innovation: Die Segmentierung des Wortes im 16. Jahrhundert [Orthography and innovation. Word segmentation in the 16 century] (Germanistische Linguistik Monographien 22). Hildesheim; Zurich; New York: Olms.Cited by8
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Lamas Pombo, Elena. (2012). Variation and standardization in the history of Spanish spelling. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 15–62). Berlin; Boston: De Gruyter Mouton.
Neef, Martin. (2012b). Graphematics as part of a modular theory of phonographic writing systems. Writing Systems Research, 4(2), 214–228. https://doi.org/10.1080/17586801.2012.706658
Neef, Martin, & Balestra, Miriam. (2011). Measuring graphematic transparency: German and Italian compared [Special issue: Typology of writing systems, edited by Susanne R. Borgwaldt & Terry Joyce]. Written Language & Literacy, 14(1), 109–142. https://doi.org/10.1075/wll.14.1.06nee [2013, Republished in Susanne R. Borgwaldt & Terry Joyce (Eds.), Typology of writing systems (Benjamins current topics 51) (pp. 113–145). Amsterdam: John Benjamins]
Nordlund, Taru. (2012). Standardization of Finnish orthography: From reformists to national awakeners. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 351–372). Berlin; Boston: De Gruyter Mouton.
Primus, Beatrice. (2008). [Book review: Anja Voeste, (2008), Orthographie und Innovation. Die Segmentierung des Wortes im 16. Jahrhundert]. Written Language & Literacy, 11(2), 237–240. https://doi.org/10.1075/wll.11.2.09pri
Voeste, Anja. (2007). Traveling through the lexicon: “Self-organized” spelling changes [Special issue: Constraints on spelling changes, edited by Guido Nottbusch & Eliane Segers]. Written Language & Literacy, 10(2), 89–102.
Voeste, Anja. (2012). The emergence of suprasegmental spellings in German. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 167–191). Berlin; Boston: De Gruyter Mouton.
Voeste, Anja. (2012). The emergence of suprasegmental spellings in German. In Susan Baddeley & Anja Voeste (Eds.), Orthographies in Early Modern Europe (pp. 167–191). Berlin; Boston: De Gruyter Mouton.Cited by1
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Voeste, Anja. (2015). Proficiency and efficiency: Why German spelling changed in Early Modern times [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 248–259. doi 10.1075/wll.18.2.04voeCited by1
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Voeste, Anja. (2020). Investigating methods: Intra-textual, inter-textual and cross-textual variable analyses. In Marco Condorelli (Ed.), Advances in historical orthography, c. 1500–1800 (pp. 141–153). Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171.007
Vogel, S. A. (1974). Syntactic abilities in normal and dyslexic children. Journal of Learning Disabilities, 7, 103–109.Cited by3
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Stanovich, Keith E. (2000). Progress in understanding reading: Scientific foundations and new frontiers. New York; London: The Guilford Press.
Taylor, Insup, & Taylor, M. Martin. (1983). The psychology of reading. New York; London: Academic Press.
Vogel, S. A. (1975). Syntactic abilities in normal and dyslexic children. Baltimore, MD: University Park Press.Cited by3
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Leikin, Mark, & Assayag-Bouskila, Orit. (2004). Expression of syntactic complexity in sentence comprehension: A comparison between dyslexic and regular readers [Special issue: Regular and impaired reading in semitic languages, edited by Zvia Breznitz]. Reading and Writing: An Interdisciplinary Journal, 17(7/8), 801–821.
Vogel, S. A. (1983). A qualitative analysis of morphological ability in learning disabled and achieving children. Journal of Learning Disabilities, 16(7), 416–420.Cited by5
Abu-Rabia, Salim, Share, David, & Mansour, Maysaloon Said. (2003). Word recognition and basic cognitive processes among reading-disabled and normal readers in Arabic. Reading and Writing: An Interdisciplinary Journal, 16(5), 423–442. https://doi.org/10.1023/A:1024237415143
Breznitz, Zvia. (2006). Fluency in reading: Synchronization of processes. Mahwah, NJ; London: Lawrence Erlbaum Associates.
Egan, Joanne, & Pring, Linda. (2004). The processing of inflectional morphology: A comparison of children with and without dyslexia. Reading and Writing: An Interdisciplinary Journal, 17(6), 567–591. http://dx.doi.org/10.1023/B:READ.0000044433.30864.23
Mimran, R. Cohen. (2006). Reading disabilities among Hebrew-speaking children in upper elementary grades: The role of phonological and nonphonological language skills. Reading and Writing, 19(3), 291–311. https://doi.org/10.1007/s11145-005-5461-3
Terry, Nicole Patton. (2006). Relations between dialect variation, grammar, and early spelling skills. Reading and Writing, 19(9), 907–931. https://doi.org/10.1007/s11145-006-9023-0
Vogel, S. A. (1990). Gender differences in intelligence, language, visual-motor abilities, and academic achievement in students with learning disabilities: A review of the literature. Journal of Learning Disabilities, 23, 44–52.Cited by6
Hawke, Jesse L., Wadsworth, Sally J., Olson, Richard K., & DeFries, John C. (2007). Etiology of reading difficulties as a function of gender and severity [Special issue: Genes, environment, and reading, edited by Richard K. Olson]. Reading and Writing, 20(1/2), 13–25. https://doi.org/10.1007/s11145-006-9016-z
Jiménez, Juan E., García de la Cadena, Claudia, Siegel, Linda S., O'Shanahan, Isabel, García, Eduardo, & Rodríguez, Cristina. (2011). Gender ratio and cognitive profiles in dyslexia: A cross-national study. Reading and Writing, 24(7), 729–747. https://doi.org/10.1007/s11145-009-9222-6
Richardson, John T. E., & Wydell, Taeko N. (2003). The representation and attainment of students with dyslexia in UK higher education. Reading and Writing: An Interdisciplinary Journal, 16(5), 475–503.
Uno, Akira, Wydell, Taeko N., Haruhara, Noriko, Kaneko, Masato, & Shinya, Naoko. (2009). Relationship between reading/writing skills and cognitive abilities among Japanese primary-school children: Normal readers versus poor readers (dyslexics) [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 755–789. https://doi.org/10.1007/s11145-008-9128-8
Van Bon, Wim H. J., & Uit De Haag, Inge J. C. A. F. (1997). Difficulties with consonants in the spelling and segmentation of CCVCC pseudowords: Differences among Dutch first graders [Special issue: Spelling, edited by Rebecca Treiman]. Reading and Writing: An Interdisciplinary Journal, 9(5/6), 363–386.
Wadsworth, Sally J., Knopik, Valerie S., & DeFries, J. C. (2000). Reading disability in boys and girls: No evidence for a differential genetic etiology. Reading and Writing: An Interdisciplinary Journal, 13(1/2), 133–145.
Vogt-Spira, Gregor. (1994). Die lateinische Schriftkultur der Antike [The Roman literate culture of antiquity]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 517–524). Berlin; New York: De Gruyter.Cited by1
Werner, Shirley. (2009). Literacy studies in classics: The last twenty years. In William A. Johnson & Holt N. Parker (Eds.), Ancient literacies: The culture of reading in Greece and Rome (pp. 333–382). Oxford: Oxford University Press.
Volkovyskaya, Evgenia, Raman, Ilhan, & Baluch, Bahman. (2017). Age of acquisition (AoA) effect in monolingual Russian and bilingual Russian (L1)-English (L2) speakers in a free recall task. Writing Systems Research, 9(2), 148–163. https://doi.org/10.1080/17586801.2017.1405136Cited by1
Raman, Ilhan, Raman, Evren, İkier, Simay, Kilecioğlu, Elçin, Eroğlu, Dilek Uzun, & Zeyveli, Şebnem. (2018). Differential effects of age of acquisition and frequency on memory: Evidence from free recall of pictures and words in Turkish. Writing Systems Research, 10(1), 1–14. https://doi.org/10.1080/17586801.2017.1420727
von Hinüber, O. (1990). Der Beginn der Schrift und frühe Schriftlichkeit in Indien (Abhandlungen der Geistes- und Sozialwissenschaftlichen Klasse 1989: 11). Mainz: Akademie der Wissenschaften und der Literatur.Cited by7
Daniels, Peter T. (2019). Indic scripts: History, typology, study. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 11–42). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_2
Falk, Harry. (2001). [Book review: Richard Salomon, (1998), Indian epigraphy. A guide to the study of inscriptions in Sanskrit, Prakrit, and the other Indo-Aryan languages]. Written Language & Literacy, 4(1), 96–101.
Falk, Harry. (2010). Foreign terms in Sanskrit pertaining to writing. In Alex de Voogt & Irving Finkel (Eds.), The idea of writing: Play and complexity (pp. 207–217). Leiden; Boston: Brill.
Falk, Harry. (2018). The creation and spread of scripts in ancient India. In Anne Kolb (Ed.), Literacy in ancient everyday life (pp. 43–66). Berlin, Boston: Walter de Gruyter.
Houston, Stephen D. (Ed.). (2004). The first writing: Script invention as history and process. Cambridge: Cambridge University Press.
Salomon, Corinna. (2021). Comparative perspectives on the study of script transfer, and the origin of the runic script. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 143–199). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-salo
Strauch, Ingo. (2012). The character of the Indian Kharoṣṭhī script and the “Sanskrit Revolution”: A writing system between identity and assimilation. In Alex de Voogt & Joachim Friedrich Quack (Eds.), The idea of writing: Writing across borders (pp. 131–168). Leiden; Boston: Brill.
von Soden, Wolfram. (1936). Leistung und Grenze sumerischer und babylonischer Wissenschaft. Die Welt als Geschichte, 2, 411–464; 509–577.Cited by4
Coulmas, Florian. (1989). The writing systems of the world. Oxford: Blackwell.
Goody, Jack. (1977). The domestication of the savage mind (Themes in the Social Sciences). Cambridge: Cambridge University Press.
Schniedewind, William M. (2019). The finger of the scribe: How scribes learned to write the Bible. Oxford: Oxford University Press.
Wilcke, Claus. (1994). Die Keilschriftkulturen des Vorderen Orients [Near Eastern cuneiform cultures]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 491–503). Berlin; New York: De Gruyter.
von Soden, Wolfram, & Röllig, Wolfgang. (1948). Das akkadische Syllabar (Analecta Orientalia 42). Rome: Pontificium Institutum Biblicum. [1967, Second edition; 1991, Fourth edition]Cited by1
Cooper, Jerrold S. (1996). Sumerian and Akkadian. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 37–57). New York; Oxford: Oxford University Press.
von Soden, Wolfram, & Röllig, Wolfgang. (1948). Das akkadische Syllabar (Second edition) (Analecta Orientalia 42). Rome: Pontificium Institutum Biblicum. [1948, First edition; 1991, Fourth edition]Cited by4
Cooper, Jerrold S. (1996). Sumerian and Akkadian. In Peter T. Daniels & William Bright (Eds.), The world's writing systems (pp. 37–57). New York; Oxford: Oxford University Press.
Coulmas, Florian. (1996a). The Blackwell encyclopedia of writing systems. Oxford: Basil Blackwell.
Fischer, Steven Roger. (2001). A history of writing. London: Reaktion Books.
Pope, Maurice. (1975). The story of decipherment: From Egyptian hieroglyphics to Linear B. London: Thames & Hudson: New York: Charles Scribner's Sons. [1999, Revised edition, The story of decipherment: From Egyptian hieroglyphs to Maya script. London; New York: Thames & Hudson]
von Soden, Wolfram, & Röllig, Wolfgang. (1991). Das akkadische Syllabar (Fourth edition) (Analecta Orientalia 42). Rome: Pontificium Institutum Biblicum. [1948, First edition; 1967, Second edition]Cited by4
Black, Jeremy. (2008). The obsolescence and demise of cuneiform writing in Elam. In John Baines, John Bennet, & Stephen Houston (Eds.), The disappearance of writing systems: Perspectives on literacy and communication (pp. 45–72). London: Equinox Publishing.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Krebernik, Manfred, & Nissen, Hans J. (1994). Die sumerisch-akkadische Keilschrift [Sumerian-Accadic cuneiform scripts]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 274–288). Berlin; New York: De Gruyter.
Tonietti, Maria Vittoria. (2015). The Assyrian model: Les syllabaires d'Ebla (2350 av. J.-C.) et les abjads du IIe millénaire av. J.-C. In Christophe Rico & Claudia Attucci (Eds.), Origins of the alphabet: Proceedings of the First Polis Institute Interdisciplinary Conference (pp. 49–72). Newcastle upon Tyne: Cambridge Scholars Publishing.
Voss, J. F., Vesonder, G. T., & Spilich, G. J. (1980). Text generation and recall by high-knowledge and low-knowledge individuals. Journal of Verbal Learning and Verbal Behavior, 19(6), 651–667.Cited by7
Bisanz, Gay L., & Voss, James F. (1981). Sources of knowledge in reading comprehension: Cognitive development and expertise in a content domain. In Alan M. Lesgold & Charles A. Perfetti (Eds.), Interactive processes in reading (pp. 215–239). Hillsdale, NJ: Lawrence Erlbaum Associates.
Brandão, Ana Carolina Perrusi, & Oakhill, Jane. (2005). “How do you know this answer?” – Children's use of text data and general knowledge in story comprehension. Reading and Writing, 18(7/9), 687–713. https://doi.org/10.1007/s11145-005-5600-x
Dixon, Peter, Harrison, Karen, & Taylor, Dean. (1995). Effects of sentence form on the construction of mental plans from procedural discourse. In John M. Henderson, Murray Singer, & Fernanda Ferreira (Eds.), Reading and language processing (pp. 247–272). Mahwah, NJ; Hove: Lawrence Erlbaum Associates.
Eigler, Gunther. (1996). Methoden der Textproduktionsforschung [Research methods in the psychology of writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 992–1004). Berlin; New York: De Gruyter.
Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
Moravcsik, Julia E., & Kintsch, Walter. (1993). Writing quality, reading skills, and domain knowledge as factors in text comprehension. Canadian Journal of Experimental Psychology, 47, 360–374. [1995, Republished in John M.Henderson, Murray Singer & Fernanda Ferreira (Eds.), Reading and language processing (pp. 232–246). Mahwah, NJ; Hove: Lawrence Erlbaum Associates]
Van Waes. Luuk, Leijten, Mariëlle, & Quinlan, Thomas. (2010). Reading during sentence composing and error correction: A multilevel analysis of the influences of task complexity. [Special issue: Reading during writing. What does eyetracking research tell us about the interaction between reading and writing processes during text production?, edited by Luuk Van Waes, Mariëlle, Leijten, & Åsa Wengelin]. Reading and Writing, 23(7), 803–834. https://doi.org/10.1007/s11145-009-9190-x
Vosters, Rik, & Rutten. Gijsbert. (2015). Three Southern shibboleths: Spelling features as conflicting identity markers in the Low Countries [Special issue: The historical sociolinguistics of spelling, edited by Laura Villa & Rik Vosters]. Written Language & Literacy, 18(2), 248–259. doi 10.1075/wll.18.2.05vosCited by1
Condorelli, Marco (Ed.). (2020). Advances in historical orthography, c. 1500–1800. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781108674171
Vukovic, R. K., & Siegel, L. S. (2006). The double-deficit hypothesis: A comprehensive analysis of the evidence. Journal of Learning Disabilities, 39, 25–47.Cited by7
Conrad, Nicole J., & Levy, Betty Ann. (2011). Training letter and orthographic pattern recognition in children with slow naming speed. Reading and Writing, 24(1), 91–115. https://doi.org/10.1007/s11145-009-9202-x
Hooper, Stephen R., Costa, Lara-Jeane, McBee, Matthew, Anderson, Kathleen L., Yerby, Donna C., Knuth, Sean B., & Childress, Amy. (2011). Concurrent and longitudinal neuropsychological contributors to written language expression in first and second grade students [Special issue: Writing development from early to middle childhood, edited by Virgina W. Berninger, Brett Miller & Victoria J. Molfese]. Reading and Writing, 24(2), 221–252. https://doi.org/10.1007/s11145-010-9263-x
Laasonen, Marja, Service, Elisabet, Lipsanen, Jari, & Virsu, Veijo. (2012). Adult developmental dyslexia in a shallow orthography: Are there subgroups? Reading and Writing, 25(1), 71–108. https://doi.org/10.1007/s11145-010-9248-9
Logan, Jessica A. R., Schatschneider, Christopher, & Wagner, Richard K. (2011). Rapid serial naming and reading ability: The role of lexical access. Reading and Writing, 24(1), 1–25. https://doi.org/10.1007/s11145-009-9199-1
Share, David L. (2008a). On the anglocentricities of current reading research and practice: The perils of overreliance on an “outlier” orthography. Psychological Bulletin, 134(4), 584–615. https://doi.org/10.1037/0033-2909.134.4.584
Sprenger-Charolles, Liliane, Colé, Pascale, Kipffer-Piquard, Agnès, Pinton, Florence, & Billard, Catherine. (2009). Reliability and prevalence of an atypical development of phonological skills in French-speaking dyslexics [Special issue: Reading and dyslexia in different languages, edited by Linda S. Siegel]. Reading and Writing, 22(7), 811–842. https://doi.org/10.1007/s11145-008-9117-y
Zadeh, Zohreh Yaghoub, Farnia, Fataneh, & Geva, Esther. (2012). Toward modeling reading comprehension and reading fluency in English language learners. Reading and Writing, 25(1), 163–187. https://doi.org/10.1007/s11145-010-9252-0
Vydrin, Valentin. (2014). Ajami scripts for Mande languages. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 200–224). Leiden; Boston: Brill.Cited by1
Harbour, Daniel. (2021). Grammar drives writing system evolution. Lessons from the birth of vowels. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 201–221). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-harb
Vydrin, Valentin, & Dumestre, Gérard. (2014). Manding ajami samples: Mandinka and Bamana. In Meikal Mumin & Kess Versteegh (Eds.), The Arabic script in Africa: Studies in the use of a writing system (Studies in Semitic Languages and Linguistics 71) (pp. 225–260). Leiden; Boston: Brill.Cited by1
Harbour, Daniel. (2021). Grammar drives writing system evolution. Lessons from the birth of vowels. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 201–221). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-harb
Vygotsky, L. S. (1934). МЫшление и речь [Myshleniye i rech']. Moscow: Государственное СоциальноЭкономицеское Издательство [Gosudarstvennoe SocialnoEkonomicheskoye Izdatelstvo]. [1962, Thought and language (Edited and translated by Eugenia Hanfmann & Gertrude Vakar). Cambridge, MA: The MIT Press; 1964, Denken und Sprechen. Berlin; Frankfurt am Maine: Fischer; 1985, Pensée et langage. Paris: Messidor; Éditions sociales; 1986, Thought and language (Translated by Alex Kozulin). Cambridge, MA; London: The MIT Press]Cited by20
Aust, Hugo. (1996). Die Entfaltung der Fähigkeit des Lesens [The development of reading skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1169–1178). Berlin; New York: De Gruyter.
Baurmann, Jürgen. (1996). Aspekte der Aneignung von Schriftlichkeit and deren Reflektion [Aspects of the acquisition of literacy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1118–1129). Berlin; New York: De Gruyter.
Blatt, Inge, Müller, Astrid, & Voss, Andreas. (2010). Schriftstruktur als Lesehilfe. Konzeption und Ergebnisse eines Hamburger Leseförderprojekts in Klasse 5 (HeLp). In Ursula Bredel, Astrid Müller, & Gabriele Hinney (Eds.), Schriftsystem und Schrifterwerb: linguistisch - didaktisch - empirisch [Writing system and writing acquisition: Linguistic, didactic, empirical]. (Reihe Germanistische Linguistik 289) (pp. 171–202). Berlin; New York: Walter de Gruyter.
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Dichy, Joseph. (2019). On the writing system of Arabic: The semiographic principle as reflected in Nasḫī letter shapes. In Yannis Haralambous (Ed.), Graphemics in the 21st century. Brest, June 13-15, 2018. Proceedings (Grapholinguistics and its applications 1) (pp 257–268). Brest: Fluxus Editions. https://doi.org/10.36824/2018-graf-dich
Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Eichler, Wolfgang. (1986). Zu Uta Frith' Dreiphasenmodell des Lesen (und Schreiben)Lernens. Oder: Lassen sich verschiedene Modelle des Schrifterwerbs aufeinander beziehen und weiterentwickeln? [On Uta Frith's three phase model of learning to read and to write. Or: Can different models of the acquisition of reading and writing be interrelated and further developed?]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 234–247). Berlin; New York: Walter de Gruyter.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
Homer, Bruce D., & Olson, David R. (1999). Literacy and children's conception of words. Written Language & Literacy, 2(1), 113–140. https://doi.org/10.1075/wll.2.1.07hom
Knobloch, Clemens. (1996). Historisch-systematischer Aufriß der psychologischen Schreibforschung [Historical outline of psychological research on writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 983–992). Berlin; New York: De Gruyter.
Lefrançois, Pascale, & Armand, Françoise. (2003). The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French. Reading and Writing: An Interdisciplinary Journal, 16(3), 219–246.
Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
Makdissi, Hélène, & Boisclair, Andrée. (2006). Interactive reading: A context for expanding the expression of causal relations in preschoolers. Written Language & Literacy, 9(2), 177–211.
Ramachandra, Vijayachandra, & Karanth, Prathibha. (2007). The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults. Reading and Writing, 20(3), 173–199. https://doi.org/10.1007/s11145-006-9000-7
Vachek, Josef. (1989b). Written language revisited (Selected, edited and introduced by Philip A. Luelsdorff). Amsterdam: John Benjamins.
Vygotsky, L. S. (1962). Thought and language (Edited and translated by Eugenia Hanfmann & Gertrude Vakar). Cambridge, MA: The MIT Press. [1934, Russian original, МЫшление и речь [Myshleniye i rech']. Moscow: Государственное СоциальноЭкономицеское Издательство [Gosudarstvennoe SocialnoEkonomicheskoye Izdatelstvo; 1964, Denken und Sprechen. Berlin; Frankfurt am Maine: Fischer; 1985, Pensée et langage. Paris: Messidor; Éditions sociales; 1986, Thought and language (Translated by Alex Kozulin). Cambridge, MA; London: The MIT Press]Cited by28
Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
Brockmeier, Jens, & Olson, David R. (2009). The literacy episteme: From Innis to Derrida. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 3–21). Cambridge: Cambridge University Press.
Cook, Vivian. (2004). The English writing system. (The English Language series). London Hodder Arnold. [2014, reprinted, London: New York: Routledge]
Coulmas, Florian. (2003). Writing systems: An introduction to their linguistic analysis (Cambridge Textbooks in Linguistics). Cambridge: Cambridge University Press.
Danesi, Marcel. (2017). The semiotics of emoji: The rise of visual language in the age of the internet (Bloomsbury Advances in Semiotics). London, New York: Bloomsbury Academic.
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Garton, Alison F., & Pratt, Chris. (2009). Cultural and developmental predispositions to literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 501–517). Cambridge: Cambridge University Press.
Gibson, Eleanor J., & Levin, Harry. (1975). The psychology of reading. Cambridge, MA: The MIT Press.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Hannas, William C. (2003). The writing on the wall: How Asian orthography curbs creativity (Encounters with Asia). Philadelphia: University of Pennsylvania Press.
Hornberger, Nancy H. (1994). Oral and literate cultures. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 424–431). Berlin; New York: De Gruyter.
Kellogg, Ronald T. (1994). The psychology of writing. New York: Oxford University Press.
Martlew, Margaret. (1983). The development of writing: Communication and cognition. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 257–275). Berlin; New York; Amsterdam: Mouton Publishers.
Oakhill, Jane V., Berenhaus, Molly S., & Cain, Kate. (2015). Children's reading comprehension and comprehension difficulties. In Alexander Pollatsek & Rebecca Treiman (Eds.), The Oxford handbook of reading (pp. 344–360). New York: Oxford University Press.
Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
Olson, David R. (2009a). A theory of reading/writing: From literacy to literature. Writing Systems Research, 1(1), 51–64. https://doi.org/10.1093/wsr/wsp005
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Petersson, Karl Magnus, Ingvar, Martin, & Reis, Alexandra. (2009). Language and literacy from a cognitive neuroscience perspective. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 152–181). Cambridge: Cambridge University Press.
Pontecorvo, Clotilde (Ed.). (1997). Writing development: An interdisciplinary view (Studies in Written Language and Literacy 6). Amsterdam; Philadelpha: John Benjamins.
Presutti, Stefano. (2021a). The interdependence between speech and writing. Towards a greater awareness. In Yannis Haralambous (Ed.), Grapholinguistics in the 21st century: /gʁafematik/ June 17–19, 2020. Proceedings, Part I (Grapholinguistics and its applications 4) (pp. 83–101). Brest: Fluxus Editions. https://doi.org/10.36824/2020-graf-prea
Sampson, Michael R. (2015). Reading and writing. In Rosemary Papa (Ed.), Media rich instruction: Connecting curriculum to all learners (pp. 83–92). Berlin: Springer. https://doi.org/10.1007/978-3–319-00152-4_6
Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London; Boston; Henley: Routledge & Kegan Paul.
Wade-Woolley, Lesly, & Geva, Esther. (2000). Processing novel phonemic contrasts in the acquisition of L2 word reading [Special issue: The development of second language reading in primary children–Research issues and trends, edited by Esther Geva & Ludo Verhoeven]. Scientific Studies of Reading, 4(4), 295–311. https://doi.org/10.1207/S1532799XSSR0404_3
Vygotsky, L. S. (1964). Denken und Sprechen. Berlin; Frankfurt am Maine: Fischer. [1934, Russian original, МЫшление и речь [Myshleniye i rech']. Moscow: Государственное СоциальноЭкономицеское Издательство [Gosudarstvennoe SocialnoEkonomicheskoye Izdatelstvo; 1962, Thought and language (Edited and translated by Eugenia Hanfmann & Gertrude Vakar). Cambridge, MA: The MIT Press; 1985, Pensée et langage. Paris: Messidor; Éditions sociales; 1986, Thought and language (Translated by Alex Kozulin). Cambridge, MA; London: The MIT Press]Cited by9
Aust, Hugo. (1996). Die Entfaltung der Fähigkeit des Lesens [The development of reading skills]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1169–1178). Berlin; New York: De Gruyter.
Baurmann, Jürgen. (1996). Aspekte der Aneignung von Schriftlichkeit and deren Reflektion [Aspects of the acquisition of literacy]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1118–1129). Berlin; New York: De Gruyter.
Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Ehlich, Konrad. (1994). Funktion und Struktur schriftlicher Kommunikation [Function and structure of written communication]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 18–41). Berlin; New York: De Gruyter.
Günther, Klaus-B. (1996). Die Schrift als kompensatorisches Mittel zum Verbalspracherwerb [Written language as a means of learning spoken language]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1205–1216). Berlin; New York: De Gruyter.
Knobloch, Clemens. (1996). Historisch-systematischer Aufriß der psychologischen Schreibforschung [Historical outline of psychological research on writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 983–992). Berlin; New York: De Gruyter.
Ludwig, Otto. (1983b). Writing systems and written language. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 31–43). Berlin; New York; Amsterdam: Mouton Publishers.
Riehme, Joachim. (1986). Grundsätze der Vermittlung und Erlernung der Orthographie in der Schule der DDR [Principles of the teaching and learning of orthography in the schools of the German Democratic Republik]. In Gerhard Augst (Ed.), New trends in graphematics and orthography (pp. 383–394). Berlin; New York: Walter de Gruyter.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.Cited by40
Aram, Dorit. (2006). Early literacy interventions: The relative roles of storybook reading, alphabetic activities, and their combination. Reading and Writing, 19(5), 489–515. https://doi.org/10.1007/s11145-006-9005-2
Aram, Dorit. (2010). Writing with young children: A comparison of paternal and maternal guidance [Special Issue:Writing development: Cognitive, sociocultural, linguistic perspectives, edited b Debra Myhill & Ros Fisher]. Journal of Research in Reading, 33(1), 4–19. https://doi.org/10.1111/j.1467-9817.2009.01429.x
Aram, Dorit, Korat, Ofra, & Levin, Iris. (2006). Maternal mediation in a young child's writing activity: A sociocultural perspective. In R. Malatesha Joshi & P. G. Aaron (Eds.), Handbook of orthography and literacy (pp. 709–733). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Aram, Dorit, & Levin, Iris. (2016). Mother-child joint writing as a learning activity. In Joan Perera, Melina Aparici, Elisa Rosado, & Naymé Salas (Eds.), Written and spoken language development across the lifespan: Essays in honour of Liliana Tolchinsky (Literacy Studies 11) (pp. 29–45). Cham: Springer.
Ashworth, Evan. (2013). Language and ideologies and orthographies: Developing a writing system for Than Ówîngeh. Unpublished doctoral dissertation. University of New Mexico.
Barton, David. (1994). Literacy: An introduction to the ecology of written language. Oxford: Blackwell Publishing. [2007, Second edition]
Bhatt, Prath M. (1988). Graphic systems, phonic systems, and linguistic representations. In Derrick de Kerckhove & Charles J. Lumsden (Eds.), The alphabet and the brain: The lateralization of writing (pp. 106–120). Berlin; Heidelberg: Springer.
Chow, Bonnie Wing-Yin, McBride-Chang, Catherine, Cheung, Him. (2010). Parent-child reading in English as a second language: Effects on language and literacy development of Chinese kindergarteners. Journal of Research in Reading, 33(3), 284–301. https://doi.org/10.1111/j.1467-9817.2009.01414.x
Cislaru, Georgeta. (2015). Writing(s) at the crossroads: The process-product interface. In Georgeta Cislaru (Ed.), Writing(s) at the crossroads: The process-product interface (pp. 1–17). Amsterdam; Philadelpha: John Benjamins. https://doi.org/10.1075/z.194.01cis
Cook-Gumperz, Jenny (Ed.). (2006). The social construction of literacy (Second edition) (Studies in Interactional Sociolinguistics 25). Cambridge: Cambridge University Press. [1986, First edition]
Deater-Deckard, Kirby, Mullineaux, Paula Y., Petrill, Stephen A., & Thompson, Lee A. (2009). Effortful control, surgency, and reading skills in middle childhood. Reading and Writing, 22(1), 107–116. https://doi.org/10.1007/s11145-007-9111-9
Dehn, Mechthild, & Sjölin, Amelie. (1996). Frühes Lesen und Schreiben [Early reading and writing]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 2. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 2] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:2) (pp. 1141–1153). Berlin; New York: De Gruyter.
Elimelech, Adi, Aram, Dorit, & Levin, Iris. (2020). Mothers teaching their children the Hebrew writing system: The effects on children’s early writing and reading skills. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 263–287). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_17
Farran, Lama K., Bingham, Gary E., & Matthews, Mona W. (2014). Environmental contributions to language and literacy outcomes in bilingual English-Arabic children in the U.S. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 351–379). Dordrecht: Springer.
Garton, Alison F., & Pratt, Chris. (2009). Cultural and developmental predispositions to literacy. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 501–517). Cambridge: Cambridge University Press.
Gee, James Paul. (2009). Literacy, video games, and popular culture. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 313–325). Cambridge: Cambridge University Press.
Gnach, Aleksandra, & Powell, Katrina M. (2014). Authorship and context: Writing and text production as situated activities. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 119–139). Berlin; Boston: De Gruyter Mouton.
Goody, Jack. (1987). The interface between the written and oral (Studies in Literacy, Family, Culture and the State). Cambridge: Cambridge University Press.
Henning, Caroline, McIntosh, Beth, Arnott, Wendy, & Dodd, Barbara. (2010). Long-term outcome of oral language and phonological awareness intervention with socially disadvantaged preschoolers: The impact on language and literacy. Journal of Research in Reading, 33(3), 231–246. https://doi.org/10.1111/j.1467-9817.2009.01410.x
Jacobs, Geert, & Perrin, Daniel. (2014). Production modes: Writing as materializing and stimulating thoughts. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 181–208). Berlin; Boston: De Gruyter Mouton.
Kenner, Charmian. (2000). Symbols make text: A social semiotic analysis of writing in a multilingual nursery. Written Language & Literacy, 3(2), 235–266.
Korat, Ofra, Aram, Dorit, Hassunha-Arafat, Safieh, Iraki, Himat Hag-Yehiya, & Saiegh-Haddad, Elinor. (2014). Mother-child literacy activities and early literacy in the Israeli Arab family. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 323–347). Dordrecht: Springer.
Korat, Ofra, Klein, Pnina, & Segal-Drori, Ora. (2007). Maternal mediation in book reading, home literacy environment, and children's emergent literacy: A comparison between two social groups. Reading and Writing, 20(4), 361–398. https://doi.org/10.1007/s11145-006-9034-x
Lam, Silvia Siu-Yin, & McBride-Chang, Catherine. (2013). Parent-child joint writing in Chinese kindergarteners: Explicit instruction in radical knowledge and stroke writing skills. Writing Systems Research, 5(1), 88–109. https://doi.org/10.1080/17586801.2013.812532
Levin, Iris, & Aram, Dorit. (2012). Mother-child joint writing and storybook reading and their effects on children's literacy: An intervention study. Reading and Writing, 25(1), 217–249. https://doi.org/10.1007/s11145-010-9254-y
MacArthur, Charles A., & Lembo, Leah. (2009). Strategy instruction in writing for adult literacy learners. Reading and Writing, 22(9), 1021–1039. https://doi.org/10.1007/s11145-008-9142-x
Mioduser, David. (2005). From real virtuality in Lascaux to virtual reality today: Cognitive processes with cognitive technologies. In Tom Trabasso, John Sabatini, Dominic W. Massaro, & Robert C. Calfee (Ed.), From orthography to pedagogy: Essays in honor of Richard L. Venezky (pp. 173–192). Mahwah, NJ; London: Lawrence Erlbaum Associates.
Olson, David R. (1994a). The world on paper: The conceptual and cognitive implications of writing and reading. Cambridge: Cambridge University Press.
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
Olson, David R., & Torrance, Nancy. (2009). Preface. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. xiii-xxi). Cambridge: Cambridge University Press.
Poe, Mya, & Scott, Mary. (2014). Learning domains: Writing as lifelong learning. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 333–358). Berlin; Boston: De Gruyter Mouton.
Roy-Charland, Annie, Saint-Aubin, Jean, & Evans, Mary Ann. (2007). Eye movements in shared book reading with children from kindergarten to Grade 4. Reading and Writing, 20(9), 909–931. https://doi.org/10.1007/s11145-007-9059-9
Sampson, Michael R. (2015). Reading and writing. In Rosemary Papa (Ed.), Media rich instruction: Connecting curriculum to all learners (pp. 83–92). Berlin: Springer. https://doi.org/10.1007/978-3–319-00152-4_6
Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA; London: Harvard University Press.
Segal-Drori, Ora, Korat, Ofra, Shamir, Adina, & Klein, Pnina S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing, 23(8), 913–930. https://doi.org/10.1007/s11145-009-9182-x
Smith, Frank. (1971). Understanding reading: A psycholinguistic analysis of reading and learning to read. New York: Holt, Rinehart & Winston. [1978, second edition; 1982, third edition; 1988, fourth edition; 1994, fifth edition; 2004, sixth edition, Mahwah, NJ; London: Lawrence Erlbaum Associates]
Street, Brian V., & Lefstein, Adam. (2007). Literacy: An advanced resource book (Routledge Applied Linguistics). London; New York: Routledge.
Tibi, Sana, Joshi, R. Malatesha, & McLeod, Lorraine. (2013). Emergent writing of young children in the United Arab Emirates. Written Language & Literacy, 16(1), 77–105. https://doi.org/10.1075/wll.16.1.04tib
Tibi, Sana, & McLeod, Lorraine. (2014). The development of young children's Arabic language and literacy in the United Arab Emirates. In Elinor Saiegh-Haddad & R. Malatesha Joshi (Eds.), Handbook of Arabic literacy: Insights and perspectives (Literacy Studies 9) (pp. 303–321). Dordrecht: Springer.
Treiman, Rebecca, & Kessler, Brett. (2014). How children learn to write words. New York: Oxford University Press.
Vygotsky, L. S. (1985). Pensée et langage (Translated by F. Sève). Paris: Messidor; Éditions sociales. [1934, Russian original, МЫшление и речь [Myshleniye i rech']. Moscow: Государственное СоциальноЭкономицеское Издательство [Gosudarstvennoe SocialnoEkonomicheskoye Izdatelstvo; 1962, Thought and language (Edited and translated by Eugenia Hanfmann & Gertrude Vakar). Cambridge, MA: The MIT Press; 1964, Denken und Sprechen. Berlin; Frankfurt am Maine: Fischer; 1986, Thought and language (Translated by Alex Kozulin). Cambridge, MA; London: The MIT Press]Cited by2
Dichy, Joseph. (2017). The analytics of writing, exemplified by Arabic, the youngest of the Semitic scripts. In Manuel Sartori, Manuela E. B. Giolfo, & Philippe Cassuto (Eds), Approaches to the history and dialectology of Arabic in honor of Pierre Larcher (Studies in Semitic languages and linguistics 88) (pp. 29–56). Leiden; Boston: Brill.
Makdissi, Hélène, & Boisclair, Andrée. (2006). Interactive reading: A context for expanding the expression of causal relations in preschoolers. Written Language & Literacy, 9(2), 177–211.
Vygotsky, L. S. (1986). Thought and language (Translated by Alex Kozulin). Cambridge, MA; London: The MIT Press. [1934, Russian original, МЫшление и речь [Myshleniye i rech']. Moscow: Государственное СоциальноЭкономицеское Издательство [Gosudarstvennoe SocialnoEkonomicheskoye Izdatelstvo; 1962, Thought and language (Edited and translated by Eugenia Hanfmann & Gertrude Vakar). Cambridge, MA: The MIT Press; 1964, Denken und Sprechen. Berlin; Frankfurt am Maine: Fischer; 1985, Pensée et langage (Translated by F. Sève). Paris: Messidor; Éditions sociales]Cited by17
Davidson, Andrew. (2019). Writing: The re-construction of language. Language Sciences, 72, 134–149. https://doi.org/ 10.1016/j.langsci.2018.09.004
Donahue, Christiane, & Lillis, Theresa. (2014). Models of writing and text production. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 55–78). Berlin; Boston: De Gruyter Mouton.
Gnach, Aleksandra, & Powell, Katrina M. (2014). Authorship and context: Writing and text production as situated activities. In Eva-Maria Jakobs & Daniel Perrin (Eds.), Handbook of writing and text production (Handbooks of Applied Linguistics [HAL] 10) (pp. 119–139). Berlin; Boston: De Gruyter Mouton.
Hagtvet, Bente E. (2003). Listening comprehension and reading comprehension in poor decoders: Evidence for the importance of syntactic and semantic skills as well as phonological skills. Reading and Writing: An Interdisciplinary Journal, 16(6), 505–539.
Hertz-Lazarowitz, Rachel. (2004). Storybook writing in first grade. Reading and Writing: An Interdisciplinary Journal, 17(3), 267–299.
Homer, Bruce D. (2009). Literacy and metalinguistic development. In David R. Olson & Nancy Torrance (Eds.), The Cambridge handbook of literacy (pp. 487–500). Cambridge: Cambridge University Press.
Homer, Bruce D., & Olson, David R. (1999). Literacy and children's conception of words. Written Language & Literacy, 2(1), 113–140. https://doi.org/10.1075/wll.2.1.07hom
Lefrançois, Pascale, & Armand, Françoise. (2003). The role of phonological and syntactic awareness in second-language reading: The case of Spanish-speaking learners of French. Reading and Writing: An Interdisciplinary Journal, 16(3), 219–246.
Lindgren, Eva, Westum, Asbjørg, Outakoski, Hanna, & Sullivan, Kirk P. H. (2019). Revising at the leading edge: Shaping ideas or clearing up noise. In Eva Lindgren & Kirk P. H. Sullivan (Eds.), Observing writing: Insights from keystroke logging and handwriting (Studies in Writing 38) (pp. 346–365). Leiden; Boston: Brill. https://doi.org/10.1163/9789004392526_017
Linell, Per. (2005). The written language bias in linguistics: Its nature, origins and transformations (Routledge Advances in Communication and Linguistic Theory). London; New York: Routledge.
Mathur, Chandrika, & Nag, Sonali. (2019). Language-focused instruction for literacy acquisition in akshara-based languages: Pedagogical considerations and challenges. In R. Malatesha Joshi & Catherine McBride (Eds.), Handbook of literacy in akshara orthography (Literacy Studies 17) (pp. 279–309). Cham: Springer. https://doi.org/10.1007/978-3-030-05977-4_15
Olson, David R. (2016). The mind on paper: Reading, consciousness and rationality. Cambridge: Cambridge University Press. https://doi.org/10.1017/9781316678466
O'Neill, Timothy Michael. (2016). Ideography and Chinese language theory: A history (Welten Ostasiens - Worlds of East Asia - Mondes de l'Extrême Orient 26). Berlin: De Gruyter Mouton.
Pae, Hye K. (2020). Script effects as the hidden drive of the mind, cognition, and culture (Literacy Studies 21). Cham: Springer. https://doi.org/10.1007/978-3-030-55152-0
Ramachandra, Vijayachandra, & Karanth, Prathibha. (2007). The role of literacy in the conceptualization of words: Data from Kannada-speaking children and non-literate adults. Reading and Writing, 20(3), 173–199. https://doi.org/10.1007/s11145-006-9000-7
Uppstad, Per Henning, Solheim, Oddny Judith, & Skaftun , Atle. (2020). The reading – writing connection in assessment of reading comprehension. Exploring the role of a communicative aspect of writing. In Rui A. Alves, Teresa Limpo & R. Malatesha Joshi (Eds.), Reading-writing connections: Towards integrative literacy science (Literacy Studies: Perspectives from Cognitive Neurosciences, Linguistics, Psychology and Education 19) (pp. 243–262). Cham: Springer. https://doi.org/10.1007/978-3-030-38811-9_16
Viollet, Catherine. (1994). Schriftlichkeit und Literatur [Writing and literature]. In Hartmut Günther & Otto Ludwig (Eds.), Schrift und Schriftlichkeit: Ein interdisziplinäres Handbuch internationaler Forschung 1. Halbband [Writing and its use: An interdisciplinary handbook of international research. Volume 1] (Handbücher zur Sprach- und Kommunikationswissenschaft, 10:1) (pp. 658–672). Berlin; New York: De Gruyter.